Toshima City Fujimidai Elementary School
Application to become a member ofInternational Safe Schools Network“Let’s keep our school safeand enlarge the circle ofsecurity to the world!”

Nov. 19, 2015
April 22, 2014
Our ISS Journey began
Aimy & Fujimy

Toshima Municipal Fujimidai
Elementary School

Table of contents
Chapter 1 Overview of Fujimidai Elementary School
1

School name, school emblem, and educational goals

2

The number of teachers, staff members, and students enrolled

3

Daily schedule, ISS activity and extracurricular club activity

4

Environment surrounding the School

1

Chapter 2 Programs for International Safe School initiatives
1

Background of our initiatives

2

Special features of our initiatives

4(1) Community safety that is built and maintained by three generations(2) Proactive activities of students (See p42 and p43.)
3

History of our activities (Safe Road)

Chapter 3 Current situations of injury and risk
1

7

Injuries at School(1) Occurrence situations of injuries including minor ones (Source: School
Infirmary Data)(2) Occurrence situations of injuries that required hospital treatment (Source:
Data from the Mutual Aid Disaster Insurance for School)(3) Emotional injuries caused by bullying

2

Injuries outside the School(1) The number of bicycle accidents involving the School students that occurred in
the school district(2) Hiyari-hatto experience (Source: “Find a danger!”)(3) Ambulance call-out due to traffic accident (Toshima Ward)(4) Injuries caused by intentional factors

3

Situations of disaster risk
(1) Excerpt from the “Seventh Community Earthquake Risk Assessment Study”

Chapter 4 Setting targets for prevention measures based on occurrence
situation of injury & risk

17

Chapter 5 Activities based on 8 indicators

18

Indicator 1: An operational infrastructure to work on safety improvement has been
established based on collaboration.

18

1

International Safe School steering organization

2

School’s promotion organizations for ISS (Teachers’ organization, students’organization and PTA organization)(1) 3 subcommittees (Teachers’ organization)1) Special Activity Subcommittee
2) Lifestyle Guidance Subcommittee
3) Teaching Study Promotion Subcommittee(2) Student Council organization (Students’ organization)1) Students’ Representatives Meeting2) 8 committees(3) PTA (PTA organization)

3

Community’s Taskforce Committee for ISS(1) 3 neighborhood associations(2) “Citizens’ Plaza Fujimidai”(3) Nagasaki Branch Office of Ikebukuro Fire Dept.
(4) Mejiro Police Station (School Supporters of Juvenile Group, Traffic Division)

Indicator 2: There are Safe School policies that have been determined by the Safe
School promotion organizations and Steering Committee in the community
based on the “Safe Community”
1“Plan for School Safety Promotion” policy of the Ministry of Education,
Science, Sports and Culture

2

Measures taken by Tokyo Metropolitan Board of Education(1) “Safety Education Program”(2) “Bullying Prevention Education Program”(3) “Human Rights Education Program”(4) “Audiovisual educational materials (DVD)”3

Toshima Ward policies(1) Development of a safe and secure school based on the “Toshima

24

Education Vision 2015”(2) Principles regarding the School Safety in the Safe Community
4

Principles of Toshima Municipal Fujimidai Elementary School(1) School management policy(2) Slogan for Student Council activities(3) Major challenge for the in-school study(4) PTA policy regarding developing a safe school

Indicator 3: Long-term, sustainable operational programs covering both sexes, all ages,
environments, and situations are implemented.
1

Overall picture of the project and 7 major challenges

2

7 major challenges and measures to address

27(1) Activities initiated by students(2) Improving education content(3) Improving the guidance system(4) Environmental improvement(5) Raising awareness on traffic safety(6) Building friendly relations(7) Awareness raising for disaster safety
Indicator 4: There are programs that target high-risk groups and environments
1

37

Programs targeting Grade 1 students(1) Traffic Safety Training Class on the 3rd day of the School(2) Walking back from school in a group throughout the year

2

Measures for the months with a large number of injuries (May and
September)(1) The number of injuries by month3

Measures against heatstroke(1) The number of heatstroke patients in the 23 wards of Tokyo(2) Heatstroke preventive measures

4

Prevention of water accident

5

Preparedness for a large-scale earthquake(1) Safety measures for the School building(2) Evacuation drill(3) Program of “Disaster Prevention Day” (2014) based on collaboration with

community(4) Creation and presentation of Disaster Prevention Map
Indicator 5: All programs have been implemented based on the evidences
1

Cause analysis for identifying challenges

2

7 major challenges and 12 major measures411) Activities developed by Student Council on its own
2) Survey on students’ awareness3) Students’ activities through teaching study
4) Preparation of curriculum for safety education and safety guidance5) Brochure “Safety in Class” as safety guidance for teachers6) Proposal from Students’ Representatives Meeting7) Three-generation Traffic Safety Class in cooperation among School,
parents, and the community8) Evening patrol by PTA
9) Factual survey on bullying10) Mental support in School Infirmary Room
11) Different age group activity, biotope activity, experience activity to interact
with animals and plants12) “Safety Day” in cooperation among School, parents, and the community
Indicator 6: Having the Programs for Keeping Records of the frequencies and Causes ofBody Injury Occurrences
1

53

Records of the Information on the School(1) Collection of data on injuries including also minor ones (Source: School
infirmary data)(2) Collection of data on injuries that require hospital treatment (Source: Data
from the Mutual Aid Disaster Insurance for School)(3) Hiyari-hatto experience2

Efforts to find out the actual situation about bullying(1) Questionnaire survey with all students of the School (“Let’s review oureveryday life”)(2) Personal interview with the school counselor(3) Questionnaire survey with all students in Grades 5 and 6 (“Hyper-QU”)

Indicator 7: Having methods for evaluating the effects of changes in the school policy,

programs, and processes
1Management of the Program’s Running

2

School policy and effect verification method

3

Evaluation methods and improvements

Indicator 8: There is ongoing participation in national and international networks

60

63

Chapter 6 Future efforts and prospects towards development of a safe school
64
1

Achievements made under the ISS project2

Mid- and long-term goals

3

Future development

Chapter 1

1

Overview of Fujimidai Elementary School

School name, school emblem, and educational goals
Toshima Municipal Fujimidai Elementary School was founded in 1950. The School with a long history
celebrates its 65th anniversary this year.
As shown in the name “Fujimidai” that means the place with a good view of Mt. Fuji, the School aims to develop
students to have a good personality that is as clean as snow on the top of Mt. Fuji and cultivate own brilliant
individuality just like snow crystals.

School emblem
School emblem images a snow crystal thatemits beautiful and clean light.

Educational goals
Let’s challenge the futureWith full of vitality,
With friendly smiles, andWith eyes shining.

2

Fujimidai Elementary School, as a school where each childcan develop his/her potential and can walk hand in hand withparents and community, has been working on promotion of awell-balanced safety education by covering aspects of living,
traffic, and disaster during the 6 years. The School aims todevelop students who can contribute the community.

The number of teachers, staff members, and students enrolled
Table 1-1

The number of teachers and staff members

Job title

Number of
persons

Table 1-2

The number of students enrolled (as of July 2015)

Breakdown

Male

FemaleNo. of class
rooms

Total

Principal

1

Grade 1

19

25

44

2

Vice principal

1

Grade 2

31

18

49

2

Grade 3

19

25

44

2

Grade 4

23

24

47

2

Grade 5

19

19

38

1

Grade 6

28

16

44

2

Total

139

126

265

11

Seniorteacher

1

Head teacher of curriculum
coordination (1)Head teacher of life style guidance (1)Head teacher of a grade

Head teacher

5

Head teacher of special activity
coordination
Head teacher of teaching study

Teacher

9

Instructor

2

Nutritionist

1

School office
workerSchool janitor,
School cook

Head teacher of healthPart time teacher

Table 1-3

Ward staff members

Change in the number of students and classes overthe past 5 years

1

No. ofstudents
No. of classrooms

Consignment to private citizen

1

2011

2012

2013

2014

2015

297

288

281

272

265

12

12

11

11

11

3

Daily schedule, ISS activity and extracurricular club activity
8:20

Morning arrival time

[Extracurricular club activity]

8:25 - 8:40
8:45 - 9:30
9:35 - 10:20

Challenge Time
Period 1
・Time to take a good
Period 2○ Sports club

10:20 - 10:40

Mid recess ・Silent reading

10:40 - 11:25

Period 3

11:30 - 12:15

Period 4

12:15 - 13:00

School lunch & tooth brushing

13:00 - 13:15

Noon recess

13:15 - 13:30

Cleaning

13:35 - 14:20

Period 5

14:30 - 15:15

Period 6

posture for learning(Place of activity)

Outdoor sports clubs(School ground)

Indoor sports clubs(Gymnasium)○ Cultural club・Reading aloud

Comics/illustration club (Arts & Crafts Room)
Homemaking club (Home Economics Room)
Science club

(Science Room)PC club(PC Room)Music club(Music Room)(Monday Period 6 is for extracurricular club activity.)

4

Environment surrounding the School
History and overview of the area
The area comprises two districts with different backgrounds of development including the district on the westside of the School that escaped major damage in World War II and the district on the east side of the School thatwas burned down during the War. The area that escaped war damage still has old residential area and narrow
alleys. In the other area that had been burned down, roads with large traffic have been developed. Further inrecent years, a number of high-rise condominiums have been built, accelerating density growth and entry of newresidents.
As above, the School district has the environment that symbolizes “High-density City Toshima”.
23 wards of Tokyo

Toshima ward
School district of Fujimidai Elementary School

Seibuikebukuro
Line

Yamate-doriStreetSchool district

Fujimidai
Elementary
SchoolArea destroyed by fire
during the World War II
Mejiro-doriStreet22

Locational conditions
All students walk to/from the School. There are no students who commute by bicycle or by car. (Students may
use bicycles after school.)Some school routes have a high risk in terms of traffic. There are artery roads with heavy traffic and many
students walk on a road where cars travel at high speed (1). The road width is narrow and there is no guardrail(2) in most cases. The byways of main roads also have much traffic. There is an intersection with poor visibility
in front of the front gate (3). Further, some students need to cross the railroad tracks where more than 40 trains
pass every hour (4).

Heavy traffic with cars traveling athigh speed (1)Narrow road without a guardrail (2)Front gate -> Crossing with poor
visibility (3)40 trains passing every hour on theway to school (4)3Chapter 2

1

Programs for International Safe School initiatives

Background of our initiatives
The number of injuries occurring at School exceeded 500 cases a year in FY2013. Although the number ofstudents involved in a traffic accident has been very small, the school routes are exposed to high risk of a traffic
accident. Further, according to what was informed by the Cabinet Office and the Metropolitan Government, thearea has a high risk of a major earthquake.
In view of these circumstances and through efforts to be certified as an International Safe School used as a
trigger, we aim to develop students’ ability to predict/avoid risks and to improve the children watch-over system
in cooperation with the community and parents.

2

Special features of our initiatives(1) Community safety that is built and maintained by three generations
Now, being the 65th anniversary since its foundation, the School has quite many households with three
generations of family members who attended the School. Therefore, the School draws much interest from thecommunity and enjoys active exchange at school events with participation of the community members and atcommunity events with participation of the School members. One of the examples to show such active
exchanges was the “Three-generation Traffic Safety Class” held in 2015.
By having not only parents and children but also grandparents participate in the traffic safety class, we areaiming to build and develop community-wide safety and security. There were 400 participants including officers
from the Toshima Ward Office, the Tokyo Metropolitan Police Department, private transport companies andbicycle retailers, as well as community residents, parents, media-persons, etc.
[Three-generation Traffic Safety Class] (See p.48.)

Generation
Child generation(School students)

Activities
 Bicycle safety class Driver’s blind angle
experience
Parent generation  Bicycle safety class(Parents of the
instruction
School students)
assistanceGrandparent
 Walking training
generation(Walking simulator)(Senior citizens)[Friendly exchange at “Citizens’ Plaza Fujimidai” (Hub for Safe Community activities)] (See p.22 and p.23.)“Citizens’ Plaza Fujimidai” is located 3 minutes
away on foot from the School. The School utilizes“Citizens’ Plaza Fujimidai” as the venue to display
the ISS activities and make presentations on resultsof safety lessons. In addition, many students utilize
the Plaza as a place to play and place to study after
school and on holidays. In 2014, a total of 8,215
students used the Plaza.
4(2) Proactive activities of students (See p.42 and p.43.)
With the aim to disseminate safety and security among the School students, many activities have been
implemented proactively by students themselves.
[ISS mascot character created][ISS slogan created]

3[ISS song created]

History of our activities (Safe Road)
Proactive activities of students

2014

School activities

Apr.

Declaration of commitment to theInternational Safe School project(See p.62)

May

Emergency first aid training session(Teachers and staff members: See p.30)

Mar.

Friendly exchange with Hoyu Elementary
School (Designated ISS member)

Apr.
Apr.

Start of committee organization and activity
The 1st ISS Exchange Meeting
Students’ declaration of commitment“Safety News” Issue No. 1 (ISS
Committee)[As of September 2015: Issue No. 15]
Establishment of the “Let’s Walk without
Rush” survey team(ISS Committee: See p.42)
Start of display of a poster on trash
separation(Eco Committee: See p.42)
Establishment of Students’ Representative
Meeting(See p.19)
The 2nd ISS Exchange Meeting
Presentation of ISS activities(Each Committee chairman)
Awareness raising for prevention of heatstroke(Sports Committee: See p.43)
Announcement of the slogan(ISS Committee: See p.5)
Start of Rabbit Caring Gathering

May

May
Jun.
Jun.

Jun.
Jul.

Safety of School(“Suspicious Person Drill”)
Jul. Morning Meeting for safety awareness(Correct way of riding a bicycle)
Jul. School Health Committee(Teachers and staff members, Community)
Aug. Visit to a designated ISS member(Hoyu Elementary School)
Sep. Creation of Safe School mascot(See p.5)
Sep. Fire Prevention Day
Sep. Announcement of Safe School mascot
Oct. Bicycle Safe Riding Class

5

Jul.
Jul.

(Rearing/Cultivation Committee: See p.43 and p.50)

Jul.

Luncheon meeting for students’representatives(See p.48)

Sep. A bingo game assembly on disasterprevention goods(Assembly Committee: See p.42)
Sep. Announcement of Community Exploration(Citizens’ Plaza: See p.23)
Oct. Safety and Security Parade

Oct.
Oct.
Oct.

2015

Dec. Issuance of a PR brochure
Issue No. 1 “Challenge Safe School
Fujimidai Elementary”
Dec. Visit to a designated ISS member(Atsugi Municipal Shimizu Elementary School)
Dec. Toshima Ward SC Steering Committee
reportFeb. Assembly of “Search Misunderstanding on
Safety”(Assembly Committee)
Feb. Full-of-flowers campaign(Rearing/Cultivation Committee)
Feb. ISS handing-over ceremony(Farewell gathering for Grade 6 students)
Mar. Safety Assembly (Grade 5)

Feb. Research presentation meeting

May

Nov.
Nov.

Three-generation Traffic Safety Class(See p.48)

Apr.
May
May

Jun.
Jul.

Presentation of the slogan(Citizens’ Plaza: See p.23)
Announcement of Disaster Prevention
Map(Citizens’ Plaza: See p.23)“Shaberi-ba (chatting place) in Fujimidai”(Grade 5, Community)
ISS Exchange Meeting
Announcement of Community Safety Map(Citizens’ Plaza: See p.23)

Pre-evaluation
School Health Committee(Teachers and staff members, Community)

Jun.

Jul.

Start of committee organization and activity
Each Committee’s declaration ofcommitment to the project
Establishment of the ISS song chorus(See p.5)
Students exchange meeting with Hoyu
Elementary School
Presentation of the ISS song

(Whole school, Citizens’ Plaza, Posted on the homepage)

Oct.

Nov.

Issuance of a PR brochure
Issue No. 2 “Challenge Safe School
Fujimidai Elementary”
On-site evaluation

Sep. Students exchange meeting with Hoyu
Elementary School
Oct. Safety and Security Parade▼ The above progress is displayed on the wall in front of the staff room under the title of “Safe Road”.
(Activities implemented up to now)6

Chapter 3

1

Current situations of injury and

Injuries at School
Data of injuries that occur at the School are collected as the school infirmary data. As for severe injuries that
require hospital treatment, the data are taken from the Mutual Aid Disaster Insurance for School (*).

Fig 3-1

1月
2月
3月
4月
Injuries at School (FY2014)

317 cases

Total number of injuries including
also minor ones
(School infirmary data)

22
cases

The number of injuries that
required hospital treatment(Data from the Mutual Aid
Disaster Insurance for School)* The Mutual Aid Disaster Insurance for School is the system through which benefits (insurance benefit
money) are paid to the parents in case that a child/student is injured, etc. under the supervision of the school.
All the municipal elementary and junior high schools keep a record of situations, types, and causes of injuries
and analyze them once every term.
Fig 3-2

Cases including minor injuries (Source: School Infirmary Data in FY2013 and FY2014)

The number of treated cases(Cases per total No. of students)(by fiscal year)

Cases
Per person

FY2013

Fig 3-3

Since the launch of theISS project (since 2014),
the number of injuries
has dropped by 40%.

FY2014

Injuries that required hospital treatment(Source: Data from the Mutual Aid Disaster Insurance for School, FY2013 and FY2014)

Injuries that
required hospitaltreatment
Per person

FY2013

FY2014

7

There has been no
significant
changeobservedsincethelaunch of the ISS project.

(1) Occurrence situations of injuries including minor ones (Source: School Infirmary Data)
Fig 3-4

Change in the number of treated injuries in a year (FY2013, FY2014, and FY2015)

Change in the numberof treated injuries in a year
年間の処置件数の推移(Cases)(件)(Casesper the number of school days)(件/授業日数)

3.3

120

3.5

3.0

3.0

2.9

2.8

100

3.0

2.6

2.5

80

2.5

2.1

2.1
1.5

60

1.8

1.7

1.7

1.7

1.3
40

1.7

1.0

0.8 1.1

0.7

0.9

1.8

2.0

1.8

1.5

26年度
FY201427年度
FY2015
25年度1日あたり
Per day in FY2013
26年度1日あたり
Per day in FY2014

1.0

0.7

0.7

20

25年度
FY20132.0

0.5

27年度1日あたり
Per day in FY2015

0.5

4715216722185328173111 7

62

6635

5437

5829

4836

3634

3433

3035

Apr
4月

May
5月

Jun
6月

Jul
7月

Aug
8月

Sep
9月

Oct
10月

Nov
11月

Dec
12月

Jan
1月

Feb
2月

Mar
3月

0.0

0

Fig 3-5

Injuries by place of occurrence (FY2013 and FY2014)

Injuries by place ofoccurrence
場所別のけが(Cases)300

In both 2013 and 2014, injuries mostfrequently occurred on the school ground.
As for 2014, “school ground” ranked the
top (143 cases) followed by “classroom”(54 cases). These data became available
for the first time based on the analysis thatwas started by introduction of ISS (2014).
The data also contributed to students toreview their attitude in a classroom.

255

250
200

143

150
100

126
54

50

68

47

FY2013

27 32

16 9

7 11

10 6

7 4

6 6

0

Fig 3-6

Injuries by grade (FY2013 and FY2014)

4 3

FY2014

The number of injuries was highamong lower grade students in
2013, whereas it was highamong Grade 6 students in2014. In 2014, 70 cases for
Grade 6 students were thehighest.

By grade140

4 2(Cases)

120
100
80
60
40
20

126

120
56

64

45

53

97

74

68
33

70

41

0
FY 2013 FY 2014 FY 2013 FY 2014 FY 2013 FY 2014 FY 2013 FY 2014 FY 2013 FY 2014 FY 2013 FY 2014
Grade 1

Grade 2

Grade 38

Grade 4

Grade 5

Grade 6

Fig 3-7

Injuries by time zone (FY2013 and FY2014)

Injuries by time zone

(Cases)
120

113
95

100

95
75

80

94
63

51

60

Many injuries occurred
during middle recess
and noon recess.
Manyinjuries
also
occurred in physicaleducation class.

44

40

51
37

20

24

16

17

5

15

7

14

6

6 3

5 10

0

Fig 3-8

FY 2014

Injuries by type (FY2013 and FY2014)“Bruise”
and“scratch/contusion”
rank
among
the
highest. Most of them
are minor injuries.

Injuries by type

(Cases)300

FY 2013

1 0

262

250
200
150

146
109

98

100

55 49

50

32 33

0

11 2

9 9

6 10

3 3

3 3

2 0

* “Pain” is counted based on a pain complaint made by the person who are not injured.
Fig 3-9

1 1

FY 2013
FY 2014

A high percentage of
injuries in recess andphysical education
class occurred on
the school ground.
(45% of the total)

Time zone and place where injury occurred (FY2014)(Cases)
(件)
80
0
70
60

Stairway0

その他
Others学校外Outsideschool

1
0
0
1

5
3
12

昇降口
Entrance

8

1

トイレ
Toilet29

Special classroom
School ground

50
1
0
1

Classroom

40

2

2
30

6

20

0
2
5
3

10
0

15

Gymnasium

階段
Stairway

21

廊下hallway
School
特別教室
Specialclassroom

46

0
2
0
3
1
0

0
1
0
2
0

2
0
0
3
0

0
0
1
0
4
4

12
0
2
0
1
0
1

5
2

9

道
Road

0
1
3
10

35

39

教室
Classroom
体育館
Gymnasium
校庭groundSchool0
19Fig 3-10

The number of injuries (by source/object) (FY2014)

事故原因物体別件数
The number of
injuries (by source/object) (*)
60
The number of injuries that occur inassociation with a friend/other person is
predominantly
high(bumping,
carelessness, trouble, etc.). It isnecessary to develop students’ ability tocorrectly observe and judge surrounding
situations and their quick responses.
* The number of cases categorized bysource/object that served as the major
cause

50
No. ofcases
件数

Source:National Institute of Advanced
Industrial Science and Technology

40
30
20
10
0

(by source/object)

By事故原因物体
source/object

Othercauses
causesof
ofinjury
injuryOther
Safety fence ofpedestrian bridge
Improper walking ?
Improper standing
postureRun-out
Plate
Heated surface of theground ?
Foot caught in a rope1

Bad health condition

1

Slip indoor shoes

1

Old vaulting box

1

Frisbee

1

1

1

Floor

1

Hook

1

1

Twisted hand

1

1

File

1

1
1

Own eye glasses
Paper

1
1

Keyboard harmonica
Chasing one another inclassroom
Boundary metal?
Slippery school ground1

1
1

Side ditch
Front lower part ofconcrete floor
Steel wire
Needle11Tweezer
Notebook111

Spin round1

Wiping with cloth1

Thumbtack1

Soft volleyball

1

1

Fall on the bottom

1

1

Joint part of microphone1

Staple for stapler

1

Bamboo bar

1

Flowerpot stand

1

1

Block

1

Piece of broken glass

1

Large prop tree1

Garden tree

1Blackboard
Wooden block at school
groundDeformation of a fixed
pole

1

Print

1

Organ

1

Fig 3-11

1

Injuries by part of the body (FY2014)

Source: National Institute of Advanced Industrial
Science and Technology

No. of applicable cases

It is shown that there aremany knee, elbow, andface
injuries.
This
drawing has served as
an easy-to-understandmaterial for children andparents.

10

(2) Occurrence situations of injuries that required hospital treatment (Source: Data from the Mutual Aid
Disaster Insurance for School)* Incidence rate of injury = No. of injuries that required hospital treatment / Total No. of students
Fig 3-12

Incidence rate of injury that required hospital treatment in the past 2 years (by time zone) (21 cases in FY2013, 22 cases in FY2014)
Incidence rate of injury that required hospital treatment in the past 2 years(by time zone)
5.00%
4.50%
4.00%
3.50%
3.00%
2.50%
2.00%
1.50%
1.00%
0.50%
0.00%

4.41% 4.53%

3.02%
2.21%

FY2013
FY2014
0.37%

Class periods

Fig 3-13

Incidence rate ishigh for recess
and
class
periods.

Recess

0.74% 0.75%
0.00%

School lunch &cleaning period

Extracurricular
activity

Incidence rate of injury that required hospital treatment in the past 2 years (by grade) (21 cases in FY2013, 22 cases in FY2014)
Incidence rate of injury that required hospital treatment in the past 2 years
2カ年の通院を要する学年別発生率グラフ(by grade)
3.50%

3.02%

3.00%
2.50%

2.21%
1.89%

2.00%
1.50%

1.84%
1.51%

1.13% 1.10%
1.10%

FY2013
FY2014

1.10%

As for Grade 3 students,
the incidence rate of
injury in 2014 hassignificantly
droppedcompared to that when
they were in Grade 2(2013). As for the othergrades, incidence rates
of injury among students
haveincreasedcompared to those in theyear before.

1.00%
0.50%

0.38%
0.37%

0.38%

Grade 3

Grade 40.00%
Grade 1

Fig 3-14

Grade 2

Grade 5

Grade 6

Incidence rate of injury that required hospital treatment in the past 2 years (by injury type)(21 cases in FY2013, 22 cases in FY2014)
Incidence rate of injury that required hospital treatment in the past 2 years
There were many(by injury type)
2カ年の通院を要するけがの種類別発生率グラフ
3.31%

3.50%

hospitaltreatment
cases due to bone
fracture in FY2014.

3.40%

3.00%
2.21%

2.50%
2.00%
1.50%
1.00%
0.50%

1.51%
1.10%1.13%
0.75%
0.37%

1.13%
0.74%

FY2013
FY2014

0.38%
0.00%

0.00%

(Fig 3-12) By time zone, the percentage of injury that occurred during recess was high. Because ofchange in class composition, etc., there are characteristics between both fiscal years.
(Fig 3-13) Grade 5 students in FY2014 showed a higher incidence rate than when they were in
Grade 4 (FY2013).
(Fig 3-14) By injury type, the incidence rate of bone fracture has slightly increased compared to
FY2013.

11

(3) Emotional injuries caused by bullying
Bullying can occur in any school and in any class. Any student can be a victim of bullying.
Bullying is a behavior in which a group or an individual uses physical/emotional attack in a unilateral andpersistent way against someone who is less powerful than themselves, causing the victim serious pain/suffering.
Further, bullying leaves scars so severe in mind, which is a violation of human rights that cannot be allowed
under any circumstances.
In the School, bullying is recognized not as physical injury but as “emotional injury” and the preventive
measures have been emphasized.
By a questionnaire survey “Let’s review our everydays life” that is conducted each term with all students, thebullying situations and the students’ mutual relationship is known. (For details, see p.56 Indicator 6-2.)
Table 3-1

Occurrence situations of bullying cases (Source: Questionnaire survey “Let’s review our everydays life”)

FY2013

FY2014FY2015
As of July

No. of bullying
occurrences

1

2

0

No. of bullying
cases resolved

1

2

0

Kept underguidance000* In FY2013 and FY2014, bullying cases were resolved after a few months of guidance.
Further, for Grade 5 and 6 students with whom bullying tends to get more serious, potential bullying situations
are identified by early-detection through use of the Hyper-QU having been introduced by Toshima Ward.
(As for details, see p.56 – p.58 Indicator 6-2.)
In addition, personal interview of all Grade 5 and 6 students with the school counselor is conducted to deepen
understanding students’ situations.

(As for details, see p.56 Indicator 6-(2).)

The School has formulated the “bullying prevention basic policy”, has been holding regular meetings ofTaskforce Committee for Bullying Prevention, collecting information, and taking necessary responsive measures.

122Injuries outside the School(1) The number of bicycle accidents involving the School students that occurred in the school district
During the past 3 years, 5 traffic accidents occurred in the school district involving students of Fujimidai
Elementary School and most of them were due to dashing-out while riding a bicycle.
Table 3-2

Bicycle accidents during the past 3 years

No. of cases(Source: Data in Toshima Ward Board of Education report)

FY2013

FY2014FY2015 As of July

2

2

１

 Dashing-out while
Situations

riding a bicycle

Dashing-outwhile riding a Dashing-out while
walking

Dashing-out
while riding abicyclebicycle2 cases(2) Hiyari-hatto experience (Source: “Find a danger!”) (See p.55)
In December 2014, a questionnaire survey was conducted with all students in the School on traffic accident andhiyari-hatto that the students actually experienced in the last 12 months.
[Questionnaire sheets distributed: 253 sheets, No. of respondents: 253 persons (Response rate: 100%)]
Of the 136 students who experienced a traffic accident/hiyari-hatto, 58 persons (43%) responded that theyexperienced it while riding a bicycle.
Fig 3-15

Percentage of persons who experienced feelings of danger within the last 12 months (n=253)(Dec 2014)

Fig 3-16

No
なかった
46%

Breakdown of the “Yes” responses (n=132, Multiple choice)(Dec 2014)

Yes
あった
54%

0

20

40

60

80

100

120
(Cases)（件）

Bumpedinto or contacted
車や自転車など、ぶつかっ
aたり、かすったりした
car or bicycle

Almostbumped or almost
もう少しで、ぶつかったり、
got injured
けがをしそうになったりした

13

36

96

Fig 3-17

When was it?

0(n=136) (Dec. 2014)

10

20

40

50

Walking
歩いていたとき“I felt a danger whenridingabicycle”
accounted for thelargest number of
responses.

60(Cases)17

Riding a bicycle
自転車に乗っていたとき

58

自動車に乗っていたとき
Riding in a car

9その他
Others3

無回答
No answer

4

What was the situation?
0(n=136) (Dec. 2014)

5

10

15

20

横断歩道を渡ろうとしたCrossing pedestriancrosswalks

25

30

35

40

45 (Cases)

17

道路や踏切などを横切ろうとしたCrossinga road/railroad-crossing

11

Dashing outof an alleyway
路地から飛び出した8

Passing straight throughan intersection
交差点を通過(直進)した

13

Attempting
to turn right/left
右や左に曲ろうとした25

Walking
straight on a road
道路をまっすぐ進んでいた

41

Othersその他
No answer
無回答

70

45

Running走っていたときFig 3-18

30

15
6

Of the 136 students who experienced feeling of danger, when “riding a bicycle” accounted for thelargest number of responses (58 persons) and when “walking straight on a road” accounted for 41
cases.
Fig 3-19 Map of Hiyari-hatto Experience (n=220 parents)

A questionnaire survey was conducted on spots/places in the school district where parents felt unsafe during theyear of 2013. The places with 1 to 4 hiyari-hatto experiences were marked in blue, 5 to 9 in red, and 10 or abovein yellow.
The hiyari-hatto experiences within the school district occur mainly around intersections.
The overwhelming number ofhiyari-hatto experiences occur
at intersections around the
School and the parks.

No. of hiyari-hatto
experiences
1-4 cases
5-9 cases
10 or above

Fujimidai
Elementary
School1414

(3) Ambulance call-out due to traffic accident (Toshima Ward)
According to the data by age group of the traffic accidents in Toshima Ward in FY2014, the percentage ofaccidents while riding a bicycle is high (61.5%) among persons aged 5-14 years old.
Fig 3-20

Occurrence situations of traffic accidents by age group (Source: “Ambulance call-out data”) (FY2014)

OthersInjured while walking
Injured while riding in a car
Injured while riding a motorbike
Injured while riding a bicycle

0-4

5-14

15-19

20-39

40-59

60-64

65-74

75+

(years old)

* Occurrence situations of traffic accidents among persons aged 5-14 yrs old: n=52

(4) Injuries caused by intentional factors
In case that a violent act or abuse is suspected, urgent transaction is taken in collaboration with relatedorganizations (Tokyo Child Guidance Center, Child Home Support Center, Toshima Ward Education Board,
Police Station, etc.) However, as there has hardly been any such injury, it is not designated as the major problem
to be addressed.
* “Violent act” means a behavior of “a student of the School intentionally uses tangible force (visible
physical force) violence on somebody”, which is categorized into 4 forms according to the target of theviolent act including “violence against a teacher”, “violence between students”, “violence to otherperson(s)” (excluding teachers and students), and “damage to property”. However, violent acts against
family members/housemates are not included here.

15

3

Situations of disaster risk

(1) Excerpt from the “Seventh Community Earthquake Risk Assessment Study”(released in September 2013) (Tokyo Metropolitan Government Bureau of Urban Development)
According to the earthquake risk assessment study, the School district area in the event of an earthquake isassessed to be exposed to:High risk of building collapse
High risk of fire spread when a fire starts
Table 3-3

Tokyo Metropolitan Gov.: Assessment Study of Earthquake Risk by Community (Sep. 2013)

Town name andblock No.

Minami-Nagasaki
1-chomeSoil type

Risk ofbuilding
collapse

Risk offire

Combined
risk

Rank

Rank

Risk in consideration ofdifficulty of disaster
rescue/relief
Risk ofbuilding
collapse

Risk offire

Combined
risk

Rank

Rank

Rank

Rank

Highland 1

2

2

2

2

2

2

Minami-Nagasaki
Highland 1
2-chome

3

3

3

4

4

4

Minami-Nagasaki
Highland 1
3-chome

3

4

3

3

4

4

Minami-Nagasaki
4-chomeHighland 1

2

3

2

2

3

3

Mejiro 1-chome

Highland 1

1

1

1

1

1

1

Mejiro 5-chome

Valley plain3

3

3

3

3

3

3

Source: Website of the Tokyo Metropolitan Government Bureau of Urban Development(http://www.toshiseibi.metro.tokyo.jp/img/header/logo.png)

Community earthquake risk is a relative assessment that rates communities on a scale from 1 to 5 as above
according to the community’s degree of vulnerability to the hazard.
School district area of Fujiidai ES ：Minami-Nagasaki 2-chome: Risk of building collapse = 4, Risk of fire = 4, Combined risk = 4
Minami-Nagasaki 3-chome: Risk of building collapse = 4,

Combined risk = 4

There are some places with the risk degree of Rank 4 in terms of “risk of building collapse” and “risk of fire”
within the School district. (Rank 4 is the next highest level to the highest risk Rank 5). Among 5133 town
blocks of central area of Tokyo Metropolitan, the area assigned to Rank 5 account for 1.6% while ones
assigned to Rank 4 account for 5.6%.

16

Chapter 4

Setting targets for prevention measures based on
occurrence situation of injury & risk

Based on occurrence situation of injury, targets for prevention measures are set inside/outside School for
implementation of prevention activities.
Target for prevention
measures

Inside School
Inside school
Outside school buildingbuilding

Physical injury

Occurrence situation of injury and risk
Situation 1: Many injuries occur in a classroom during
recess.

(Fig 3-9 on p.9)

School routes

Outside School

Injuryinaclassroom during

FY2013: 45 cases (9.4%)

recess

FY2014: 23 cases (8.8%)
Situation 1: Many injuries occur on the school ground during
recess.

(Fig 3-9 on p.9)

Injuryonschool

FY2013: 150 cases (33.2%)

thegroundduring recess

FY2014: 74 cases (28.0%)
Situation 3: Many injuries occur in physical education class.

(Fig 3-7 on p.9)

Injury in physicaleducation class
Traffic

accident

bicycle.

while

ridingIn the past 2 years: 4 cases (Table 3-2 on p.13)

bicycleSituation 4: There are many “dashing-out” accidents of a

Situation 5: Children with hiyari-hatto experience with regard

Trafficasafetywhile walking on

to traffic accident
136 persons (54%)

a road(Fig 3-15 on p.13)

Situation 6: There are bullying acts in the School.
FY2013 --- 2 cases
Emotional injury

Students

who

have

(Table 3-1 on p.12)

dissatisfaction/co

FY2014 --- 2 cases

mplaint with theirSituation 7: Preventive measures and immediate measuresclass

are needed to be taken for some students.
Students for whom measures are needed to betaken --- 50% (Sept 2015)(P.40)

InsideSchoolSituation 8: There is a high risk of a large earthquake thatwould cause collapse of buildings.
(Fig 3-3 on p.16)

OutsideSchoolDisaster response(Analysis by means of Hyper-QU)

17



Behavior in the
event

of

earthquakeanChapter 5

Activities based on 8 indicators

Indicator 1: An operational infrastructure to work on safety improvement has
been established based on collaboration.
1

International Safe School steering organization
Toshima Ward was designated as an International Safe Community in 2012. The International Safe School
project has been supported by the “Toshima Ward International Safe Community Steering Committee”;
especially its “Committee of School Safety”, “Community’s Taskforce Committee for ISS”, and “School’s
Taskforce Committee for ISS” all in an integrated manner.
Further, collaboration with “Citizens’ Plaza Fujimidai” has also been established.

Toshima Ward Safe Community Steering Committee(Chairman: Director of Toshima Ward)

Prevention of domestic
violence
Prevention of suicide anddepression

Prevention of child abuse

Prevention ofearthquake disaster

School safety

Safety in busy areas

Safe riding of bicycle

Safety for persons withdisabilities

Elderly’s safety

Prevention of children’s
injury and accident

Taskforce committees for major issues

Administrative organs
Toshima Ward, Board of Education, SC Promotion
Office of Management Improvement Policy Planning
Division, Local Citizens’ Plaza Section

Community’s Taskforce
Committee for ISS

School’s Taskforce
Committee for ISS

Neighborhood Association, Fujimidai Citizens’ Plaza,
Youth Sound Growth Association, After-schoolChildren’s Class, Members of Welfare and Children’s
Well-Being Committee, Chief of Children’s Well-being
Committee, Alumni Association, Yukinohana-kai, Fire
Station, Police Station, Former PTA Chairman,
Child Skip

Principal, Vice-president, Head teacher, Head teacher
of life style guidance, Head teacher of teaching study,
Head teacher of special activity coordination, Headteacher of health, PTA chairman, PTA vice-chairman,
School Health Committee, Student Council,
Students in charge of ISS

Students in charge of ISS in the Students Council (grade 5 & 6) and all classesStudents Representatives Meeting (8 chairpersons)
8 Representatives Meetings (Safe School Representative Committee, Health & School Lunch
Committee, Eco Committee, Rearing/Cultivation Committee, Assembly Committee, Broadcasting
Committee, Sports Committee, Library Committee)
Students in charge of ISS of each class18

2

School’s promotion organizations for ISS (Teachers’ organization, students’organization and PTA organization)
Under the leadership of the School principal, three subcommittees (Special Activity Subcommittee, Lifestyle
Guidance Subcommittee, and Teaching Study Promotion Subcommittee) are organized to commonly shareproblems to be addressed and to plan/coordinate steering programs.

(1) 3 subcommittees (Teachers’ organization)1) Special Activity Subcommittee

Lifestyle Guidance
Subcommittee

Efforts are made based on injury data to raisesafety and security awareness among students andto support students’ proactive activities.
Each committee raises issues for activity that are
implemented with a sense of purpose. Each classdiscusses and actually implements safety andsecurity activities.
It is expected to eventually develop these activities
into friendly exchange with domestic and overseas
ISS certified schools.
2) Lifestyle Guidance Subcommittee

Development ofsafety awarenessand practical skill
Teaching Study
Promotion
Subcommittee
Development ofteaching ability
Preparation of
curriculum on safety

Special Activity
Subcommittee
Students’proactive
activity

School infirmary data are collected, analyzed, anddiscussed, based on which information is provided.
This subcommittee presents issues on Student
Council’s activity and in-school study to Special
Activity Subcommittee and Teaching Study
Promotion Subcommittee.
Lifestyle Guidance Evening Meeting (Thursday) is held attended by all teachers to develop common
understanding about the issues to be promoted.
3) Teaching Study Promotion Subcommittee
The theme of the study was set as “development of students’ ability to proactively predict and avoid danger”.
Under this theme, teaching study has been carried out to develop students’ ability of problem-solving, while
introducing experience-based activities regarding life safety, traffic safety, and disaster safety that are issues
closely concerned with students.
Through these studies, the curriculum for safety education is prepared.

1) Students’ Representatives Meeting
The Meeting is composed of chairmen of Committees (See p.202)). At the Meeting, programs of ISS activity for all students are
discussed and decided. Each Committee also presents the
progress report on the ISS activity.

Students’
Representatives
Meeting

Chairman ofeach Committee

Safe School Committee
Health & School Lunch Committee

Eco Committee
Rearing/Cultivation Committee

Assembly Committee
Broadcasting Committee
Sports Committee

19

Library Committee<8 committees>

Students in charge of ISS of each class(2) Student Council organization (Students’ organization)2) 8 committees
All students in Grade 5 and 6 belong to either one of the following 8 committees. Initiatives for ISS havebeen started in the committee activity that is scheduled once a month for 45 minutes.

Safe School
Representative
Committee

Health and School
Lunch Committee

Sports Committee

Rearing/Cultivation
Committee
Eco Committee

Library Committee
Assembly
Committee
Broadcasting
Committee

This committee serves as the core of the ISS initiatives. The Committee consists of 10
students in Grade 5 and 6. Placing the ISS activity as the main pillar, the Committee plays
the central role in students’ matters and school events, aiming at better (safer and moresecure) school life. Using the Safe School News, bulletin boards, etc., it informs all students
of details of the activity for “development of safe and secure school” and collects important
issues from other committees and classes. Further, by forming the “Let’s Walk without
Rush” survey team, the Committee members check whether or not the walking rules areobserved during recess inside the school building and safe school life is carried out.
Based on the data of place where injuries occurred at school and the injured person’s grade,a seal is put on the “Injury hiyari-hatto map”. In addition, the Committee promotes practiceof gargling, hand-washing and tooth brushing, announces the menu of school lunches on the“nutrition chalk board” and on the school radio, and encourages all students to work forbetter health. (Daily activities included)
Under the motto of “Watch out for your action when you are playing” that aims students’safety on the school ground, the Committee members inspect and teach other students how
to use and store play equipment during recess. In June, posters to prevent heatstroke aredisplayed for awareness raising. (Daily activities included)
Through the Rabbit Caring Gathering with rabbits and cultivation of flowers, theCommittee encourages students to realize importance of life and to develop kind heart.
(Daily activities included)
Through the nature observation gathering at the School biotope and the Green Fund-Raising
Activity, the Committee works on encouraging students to wash nature around themselves
and to realize importance of life.
At the Book Assembly, a book on safety was read to students by the Committee members.
Posters were created to disseminate the library rules and lending of books is made possible
also during recess. (Daily activities included)
The Committee aims to develop a safe and secure school by hosting joyous events such as
the disaster prevention bingo assembly and by planning the safety assembly where students
can learn about safety in an enjoyable manner.
As the lunch time program, quizzes on safety and weekly safety targets are announced on
the school radio, aiming that all students of the School can live in safety. (Daily activities
included)(3) PTA (PTA organization)
Parents elected at the general assembly of PTA serve as officers, who work on promoting ISS activity andleading all parents.
PTA Officers: Chairman (1), Vice-chairman (5), Clerk, Accountant, auditor

Generalassembly
Permanent Committee: Deciding and evaluating the annual activity plan
Grade/class►“No TV No Game Day” (once every month), Bellmark
Public relations► PR brochure (issued 3 times a year)
Outside school guidance ► Patrol, inspection of school routes,
On-the-way-to-school guidance, cooperation/communication
with “Kodomo 110 Ban No Ie (emergency shelter for children)
Adult education ► Career designing
20► Formationof organizations
Selection20

3Community’s Taskforce Committee for ISS
The Committee is composed of the director of “Citizens’ Plaza Fujimidai” as the committee chairman, Mejiro
Kyowa-kai neighborhood association, Minami Nagasaki 1-chome Midori-kai neighborhood association, Minami
Nagasaki 2-chome neighborhood association, Youth Sound Growth Association members, After-school Childrens’
Class, Members of Welfare and Children’s Well-being Committee, Chief of Children’s Well-being Committee,
Alumni Association, Yukinohana-kai, Nagasaki Fire Department Branch Office, Ikebukuro Fire Dept., Mejiro
Police Station, Former PTA chairman, PTA officers, and the Child Skip.
The Committee holds meetings on a regular basis, issues PR brochure “Challenge Safe School Fujimidai
Elementary”, and promotes collaboration between the Safe Community project (Citizens’ Plaza Fujimidai) andthe Safe School project (Fujimidai Elementary School)
Date

2014

Topic

23 Jun.

Policies of the initiatives

14 Jul.

Report on activities of the 1st term

24 Jul.

Activities of the 2nd term and after 1)

8 Sep.

Activities of the 2nd term and after 2)

25 Sep.

Activities of the 2nd term and after 3)

16 Jan.

Assessment of activities of the 2nd term

16 Mar.

Review of annual efforts

25 Jun.

Preparation for the pre-evaluation

2015

Preparation for the application
Preparation for the on-site evaluation<Community joint disaster drill>(1) 3 neighborhood associations
MejiroKyowa-kaineighborhood

association,

Minami

Nagasaki 1-chome Midori-kai neighborhood association, andMinami Nagasaki 2-chome neighborhood association havebeen supporting the ISS program of Fujimidai Elementary
School.
Month

2014

May

Fire drill

Jun.

Community joint disaster drill

Sep.

Oct.

2015

Activity<Disaster prevention workshop>

Disaster prevention learning
for Grade 6 students(Visittothedisasterprevention warehouse in thecommunity)
Participation in “Shaberi-ba(chatting place)”

Dec.

Night patrol

Jun.

Community joint disaster drill(2) “Citizens’ Plaza Fujimidai”
211) What is Citizens’ Plaza?
• Citizens’ Plaza serves as the activity base of a local community basically provided in the unit of school
district, working on development of an advanced local society. It also serves as the activity base ofInternational Safe Community.
• The Plaza serves as a place of cross-generational interchange for infants to the elderly, aiming to activate thelocal community.
• The Plaza serves as the base where residents proactively work on addressing community issues and building
the community through joint cooperation of residents, business sector, etc.
• 5 functions
FunctionTargetContents“Iki-iki (lively) Plaza”

Elderly citizens

Place for relaxation and health promotion“Childcare Plaza”

Infants & parents

Play spaceinterchange“Active Plaza”

All residents

Base for voluntarily activities

and

place

for

mutual“Learning Plaza”

All residents

Place for lifelong education“Child Skip”

Elementary
school students

Place for the after-school measuresproject2) Questionnaire survey on safety and security conducted by “Citizens’ Plaza Fujimidai”
As the base for Community activity, the Citizens’ Plaza Fujimidai conducted a questionnaire survey on safety
and security with 962 residents in the School’s district. “Number of questionnaires recovered was 534(Recovery rate 55.5%)”
Question: How much are you interested in activity to improve community’s safety & security?
• Concerning traffic accidents of children:
98%(Very interested / Interested)• Concerning prevention of earthquake disaster: 98%(Very interested / Interested)
From the above results, residents’ interest/awareness about traffic accident and disaster prevention are
extremely high, both showing near 100%. It is clear that there is a community-wide high interest in safety andsecurity.
On the other hand, as for the recognition degree (in the graph below) of them to the ISS project of Fujimidai
Elementary School, the largest number of respondents mentioned “I didn’t know” (45%). How to effectively
disseminate information to the community is one of our future issues.
Fig 4-1

Questionnaire survey on safety & security (n = 534) (Oct. 2014)

Q: How much do you know about the efforts now being made by
Fujimidai Elementary School, aiming at acquisition of International
Safe School designation?

“I don’tknow”
45%
I haveonly
heard of
the
name.
16%

I knowabout
the idea
andactivities.
39%

As high as 45% ofresidents in the
School’s district do notknow that Fujimidai
Elementary School is
an ISS-promoting
school.

To address the above, it has been aimed to disseminate the School’s efforts through using various exchange
activities.
3) Close exchange between “Citizens’ Plaza Fujimidai” and Fujimidai Elementary School22

Students of Fujimidai Elementary School enjoy close exchange with “Citizens’ Plaza Fujimidai” where theygive presentations on the ISS activities and results of the safety lessons. Further, many students use the Plaza
as a play space and study place after school and on holidays.
Month
May
Sep.
2014

Oct.
Oct.

2015

Contents

Total No. of students ofFujimidai Elementary School
who used the Plaza during
FY2014:

Let’s draw a portrait of your grandpa and grandma!
Grade 2 students:
8215 persons
Presentation of community learning (ISS activities)
Members of the Safe School Representative Meeting:Presentation of slogan (ISS activities)
Grad 6 students:
Presentation of Community Disaster Prevention Map (ISS activities)

Dec.

Grade 3 students: Presentation of Safety Map (ISS initiatives)May

Let’s draw a portrait of your grandpa and grandma!

<Presentation of slogan><Presentation of Community Disaster Prevention Map>

(3) Nagasaki Branch Office of Ikebukuro Fire Dept.
Cooperation and support are given to the School
activities such as ISS “awareness raising for disastersafety” at the School evacuation drill and “Disaster
Prevention Day”.

(For details, see each corresponding page.)2014 School “Disaster Prevention Day”
(p.39)
Evacuation drill(p.38)
2015 School “Safety Day”
(p.51)(4) Mejiro Police Station (School Supporters of Juvenile Group, Traffic Division)
Cooperation and support are given to the School through the traffic safety training class, etc. for “awarenessraising for traffic safety”.
Month

Jul.

(ISS activities)
Newly-enrolled students: Safe walking
Grade 4 students: Work at a police station and citizens’
cooperation(ISS activities)
Grade 3 students: Let’s create Fujimidai Safety Map!
(ISS activities)
Safety Class(ISS activities)

Oct.

Bicycle Safety Class(ISS activities)

Jan.

Evaluation of activities during 2nd term(ISS activities)

Mar.

Review of annual activities

Apr.

Traffic Safety Class(ISS activities)

May

Three-generation Traffic Safety Class(ISS activities)

Jun.

Bicycle simulators(ISS activities)

Apr.
Apr.
Jul.
2014

2015

Activity

23

Indicator 2: There are Safe School policies that have been determined by the
Safe School promotion organizations and Steering Committee in thecommunity based on the “Safe Community”
The School has been working on developing a safe school based on the “safety policies of the National
Government, Tokyo Metropolitan Government, and Toshima Ward Government.”

1“Plan for School Safety Promotion” policy of the Ministry of Education, Science, Sports
and Culture (April 2012)
In April 2012, the Ministry of Education, Science, Sports and Culture issued the basic plan for measures on
promotion of school safety for the next 5 years (2012 to 2016) and recommended the Safe School project inorder to promote evidence-based and scientific initiatives for school safety.

○ Development of measures based on the idea of safety promotion• Preparation and improvement of a system to gather information about incident and accident hazards• Reinforcement of analytical survey function to realize evidence-based safety management• Recommendation of outstanding initiatives (ISS, etc.)

2

Measures taken by Tokyo Metropolitan Board of Education(1) “Safety Education Program” (2015)
In order to promote safety education that aims to have all students acquire ability to
predict and avoid danger and quality/capability to contribute to other people andsociety, the Tokyo Metropolitan Board of Education created the “safety education
program” as the material for comprehensive guidance in FY2009 and has been
distributing it to all teachers of the municipal
schools in Tokyo. The materials distributed are
utilized at each school for development of safety
education.
(2) “Bullying Prevention Education Program” (2014)
As a part of the anti-bullying comprehensive measures addressed by the Tokyo
Metropolitan Board of Education, the Tokyo Metropolitan School Personnel in
Service Training Center started to work on “study concerning bullying problems”
in October FY2012. Tokyo Metropolitan Board of Education issued “Fordeveloping ability to address bullying incidents – Bullying prevention education
program –”, mentioning detailed practice examples. It is distributed to all teachersof the municipal schools in Tokyo and is utilized at each school.

(3) “Human Rights Education Program” (2015)“Human Rights Education Program (School Education Edition)” is a practicalguidebook on human rights education for teachers of municipal kindergartens andschools in Tokyo. This guidebook covers attitude to promote human rights, preparationof comprehensive plan and annual educational programs for human rights education,practice/guidance examples for each human rights issue, relevant materials on humanrights education, etc. and is utilized at each school.
(4) “Audiovisual educational materials (DVD)”
2013: “STOP Bullying”
24• Guidance when aiming to prevent and eliminate bullying (Elementary School Students Edition,
Parents Edition)2012 “Let’s follow the rules and manners for proper use of Internet!”• Guidance on acquiring rules and manners of information morality (Elementary School Students
Edition, Teachers Edition)2007 “Words of Life”• DVD to convey importance of human rights education and people’s lives

3

Toshima Ward policies(1) Development of a safe and secure school based on the “Toshima Education Vision 2015”
Excerpt from [3 Development of “sound mind and body”
3-III Safe & secure school]
A school is a place where young children, pupils, and students can carry out learning activity for theirsound growth and self-fulfillment in peace. As the basis to achieve this goal, it is necessary that safe &secure environment is maintained. Toshima Ward has been proactively working on establishing safety &security of young children, pupils, and students in cooperation with schools, parents, and communities.
Aiming to develop various measures for school safety, the Ward continues its efforts to develop peacefulclasses & schools based on mutual trust, to share accomplishments of activities of Hoyu Elementary
School (a designated ISS member) and Fujimidai Elementary School (now working toward designationof ISS) among all the elementary and junior high schools, and to collaborate with police stations & fire
departments within the Ward, Public Safety Section & Disaster Prevention Section of Toshima Ward
Office, etc..
(2) Principles regarding the School Safety in the Safe Community (2010)
The Committee of School Safety (Community’s Taskforce Committee for ISS), which is under management of
the Toshima Ward Safe Community Steering Committee, discusses basic policies to promote the activities for the
Safe School.
What to prevent
Injuries on the school
premises(injuries on school grounds
during recess)(injuries in class)

Injuries outside the school(Traffic accidents by bicycles)

4

Subject

Measures for prevention

Developing students’ ability
predict and avoid dangers

toEfforts by ISS Committee based on the initiativeof students

Improvement and enhancement of
the guidance systems at school

Creating curricula for safety education

Prevention of bullying

Promotion of education of the heart
Providing bicycle safety classes

Raising awareness of traffic safety

Activities to watch over students by parents andthe local community

Principles of Toshima Municipal Fujimidai Elementary School(1) School management policy (2015)“Aiming to be a school that can develop a rich spirit, solid
academic capability, and healthy body of the students”
The School makes efforts with a focus on “establishment of basic academic skills”, “education of the heart”, and“safety education” appropriate to each student. Further, Fujimidai Elementary School endeavors to firmly
establish school education, aiming to be “a school to develop each student’s ability”, “a school that progresses
along with families and communities”, and “a school that promotes and disseminates safety education”.

○ Celebrating the 65th anniversary since its foundation, the School once again expresses its commitment
to continuously work to be “a school to develop each student’s ability, a school that progresses alongwith families and communities, and a school that promotes and disseminates safety education” as statedin the School vision by developing a safe 25& secure school system through cooperation among the25
School, the parents, and the community and establishment of the safe & secure school system.

25

○ Efforts are made to develop students’ ability and acting power to predict and avoid dangers. Efforts arealso made to develop students’ independence and autonomy in which students themselves contemplateand solve problems on safe environments based on data.
○ Efforts are made to improve the “education of the heart” and introduce contents that can contribute tostudents to develop kind and rich personalities.

(2) Slogan for Student Council activities (July 2014)“Let’s keep our school safe and enlarge the circle of security to the world!”
From among nice words called for from all students, a slogan torepresent the objective of Student Council activities was decided
and presented by the Safe School Representative Meeting.
The slogan was written down on a banner of 7m wide and shown
to be introduced to all students at the students’ assembly.
It has been displayed in the School building as the motto of theactivities initiated by students.

<Students’ assembly where the slogan was presented>(3) Major challenge for the in-school study (April 2014 ~)“Developing students’ ability to avoid dangers based on proactive learning of eachindividual student”~ Safety awareness that is improved in friendly relations with the community ~While utilizing the community’s educational power called the community cooperation, we aim to develop
students’ ability to avoid dangers. Efforts have been made to systematically plan and implement teachingmaterial/methods and guidance system so that students can become to learn in a proactive way and to value safe
and secure environments. Every grade and specialized subject develops and implements a class program relating
to safety education at least once every term and discussions are held attended by all teachers and staff to develop
common understanding.
The following 3 points have been defined for implementation of safety education in the teaching study:(1) Efforts to reduce injuries (physical and emotional) at school(2) Efforts to raise safety awareness to prevent traffic accidents(3) Efforts to raise awareness of disaster prevention(4) PTA policy regarding developing a safe school

Through our ISS designation initiatives, let’s make efforts to raise students’ independence andbuild safer and more secure environments!
PTA decided the above policy at its annual assembly. Based on the policy, the following programs are now
ongoing:• “Community patrol” in the evening to nighttime and “safety guidance at intersections” during the commuting
hours: Outside-school Guidance Committee• “School Guard Training Session” held once a year by officers in charge of safety measures of Police
Station/Ward Office as lecturers: Outside-school Guidance Committee• “No TV No Game Day” (the 10th day of each month): Adult Education Committee• “Book-reading to children” held once every month• Visiting to “Kodomo 110 Ban No Ie (emergency shelter for children)”26

Indicator 3: Long-term, sustainable operational programs covering both sexes,
all ages, environments, and situations are implemented.
The following is the overall picture of the long-term and sustainable programs towards an International Safe
School.
The table below shows the programs categorized by targeted parties including children, teachers, parents, and thecommunity.
Based on the prevention targets, the following 7 major challenges from (1) to (7) were fixed and thesafety measures programs have been worked on.

1

Overall picture of the project and 7 major challenges

Prevention

Inside schoolbuilding
Outside schoolbuilding

School route

Inside school

InsideDisastersafetyChallenges

Teachers

Grade 1 Grade 1 Grade 1 Grade 4 Grade 5 Grade 6

Mental safety

Outside ofschoolPhysical safetytargets

Students

schoolOutsideschool(1) Activities initiatedby students

Activities of Student Council "Indicator 5 2(1)-1)"(2) Improving
education content

Survey on students’ awareness "Indicator 5 2(1)-2)"(3) Improving theguidance system(4) Environmental
improvement(5) Raising

Safety education curriculum "Indicator 5 2(3)-4)"
Environmental improvement "Indicator 5 2(4)-6)"

Traffic safety training class "Indicator 5 2(5)-7)"

awareness on
traffic safety

School route patrol by PTA "Indicator 3 2(5)-7"

Questionnaire survey "Indicator 6 2(1)(3)"(6) Building friendly
relationsDifferent age group activity "Indicator 5 2(6)-11)"

Moral education, open class "Indicator 3 2(6)-4"(7) AwarenessEvacuation drill "Indicator 4 5(2)"raising fordisaster safety

Disaster Prevention Day "Indicator 4 5(3)"：Activities initiated mainly by students：Activities implemented mainly by teachers, PTA, and the community：Activities for environmental improvement based on students’ proposition

27

Parents

Community

2

7 major challenges and measures to address(1) Activities initiated by students (See p.42 and p.43)(2) Improving education content: “Challenges worked on in everyday class”
TargetContents (performer of the activity)

Students

2-1 “Let’s prevent injury ~ Let’s beat out “Monster Danger”! ~ (Grade 1)
2-2 Safety in Community Exploration (Grade 2)
2-3 “Let’s make the community safety map!” (Grade 3)
2-4 “Safe living, work of policemen, and people’s cooperation” (Grade 4)
2-5 “Prevention of injury” (Grade 5)
2-6 “Disaster prevention project” (Grade 6)
2-7 Physical/mental safety “Let’s look into yourself!” (Grade 4)

Explanatory note: 1) Target of prevention
2-1
1)

2)

Teachers Parents Community

○
○
○
○
○
○
○

○
○
○
○
○
○
○

Cooperator▪ Citizens’ plaza○○▪ Police station▪ Traffic safety guide ofpolice station▪ National Institute ofAdvanced Industrial○○

Science and Technology▪ Fire station

2) Objective

Prevent injury ~ Let’s beat out “Monster Danger”! ~ (Grade 1)
Activity for reducing injuries at school▪ Efforts are made to have students understand danger such asaccidents occurring at school and have them acquire safe behavior.
(Source: Safety Education Program I-2)
▪ Efforts are made to have students think about how to act safely andspend good time at school by avoiding dangerous behavior and play.
(Source: Common Matters (2) F in Special Activities - Class
Activities: Education Ministry Guidelines,)

2-2 “Explore wonders and explore friendly relations!” (Grade 2)
1)

Activity to raise safety awareness to prevent traffic accidents

2)▪ Efforts are made to have students plan visits to shops and public facilities in their community andimplement the exploration based on the program all by themselves.
▪ Efforts are made to have students observe/make research about people working in the communityand other aspects of the community so that students take interest in their community and experiencejoy of friendly relations with people.
▪ Efforts are made to have students know about people who work in dangerous places to protect safetyof their school and community so that students can think what they should do to live safely.

2-3“Let’s make the community safety map!” (Grade 3)

1)

2)

Activity to prevent traffic accidents and to raise safety
awareness▪ Efforts are made to have students realize dangers and traffic
safety in everyday life and learn how to protect themselves.
▪ Efforts are made to have students make research about theircommunity and know the ongoing activities.
▪ Efforts are made to have students acquire ability to predict danger
by themselves and to utilize it in practice.
28

2-4 “Safe living, work of policemen, and people’s cooperation” (Grade 4)
1)

Activity to prevent traffic accidents and to raise safety awareness2)▪ Efforts are made to have students understand activities and efforts to protect community people from
accidents and crimes and to secure safe living.
▪ Efforts are made to have students make a report based on actual research and use of materials.
▪ Efforts are made to have students know about collaboration among the police, related organizations,and community people to protect safe living so that students can start thinking what they should do
for it.

2-5“Prevention of injury” (Grade 5)

1)

Activity to reduce injuries (physical and mental) at school2)▪ Efforts are made to have students understand risk factors of
injuries caused by traffic accident and other dangers in daily
life and the method how to prevent such accidents anddangers.
▪ Efforts are made to develop students to be capable to promptly
provide simple treatment to prevent the symptom from getting
worse in the event of an injury.
▪ Efforts are made to have students realize risks in thesurrounding environments and become capable to improvethem.

2-6 “Disaster prevention project” (Grade 6)
1)

Activity to raise awareness of disaster prevention2)▪ Efforts are made to have students understand characteristics of disasters in the area and thedisaster prevention systems.
▪ Efforts are made to have students acquire ability to predict dangers of a disaster and to avoid risks
by themselves during a disaster.
▪ Efforts are made to develop students’ ability to be attentive to safety of their family, friends, and otherpeople during a disaster and to be willing to take actions to help others.

2-7 Physical/mental safety “Let’s look into yourself!” (Music class, Grade 4)
1)

Activity to learn methods to reduce injuries at school and to address anxieties and worries

2)▪ Efforts are made to have students use the singing activity that they have acquired in school life anduse it in practice as a method to switch the state of mind when they are discouraged without
self-confidence. (In view of physical and mental safety)▪ Efforts are made to have students understand message of a song and meaning of each word and,based on it, develop a way of singing that suits the melody▪ Students can increase interest and motivation in group singing by getting to know beautiful unisonand harmony while listening each other’s singing.

29

(3) Improving the guidance system “Guidance conducted weekly/monthly/annually on a regular basis”
TargetActivity (performer of the activity)

Students Teachers Parents Community

3-1 Sharing of data of injuries during the week (Lifestyle Guidance

○

○

○
○
○
○

○
○
○
○

Cooperator▪ Citizens’ plaza

Evening Meeting)▪ Police station

3-2 Safety Guidance Day
3-3 Emergency first aid training session (Teachers)
3-4 Use of Safety Check Sheet
3-5 Safe handling of teaching materials, etc▪ National Institute ofAdvanced Industrial

○
○

○
○

Science and Technology▪ Fire station

Explanatory note: 1) Target of prevention 2) Content of guidance

3-1 Sharing of data of injuries during the week (Lifestyle Guidance Evening Meeting)1) Students--- Inside/outside school building
For 15 minutes from 16:30 on Thursday every week and under the leadership of Head Teacher ofLifestyle Guidance, teachers exchange information on occurrence situations of students’ injuries and2)
relevant problems in lifestyle guidance. Based on the data shown in the Evening Meeting, preventive
measures are developed and used in classroom guidance and Student Council activities.
3-2 Safety Guidance Day
1) Students --- Inside/outside school building, School route, and School district
Once a month before class period, class teachers give the safety guidance. The guidance helps
students to learn potential dangers outside/inside school and develop their ability to avoid risks based2)on the annual guidance plan. After each guidance, students review what they have learned by using the
ISS Notebook.
3-3 Emergency first aid training session (for teachers)
1) Students and teachers --- School pool
The training session is held for teachers every year prior to start of the swimming guidance. The School
2) nurse who is a qualified Instructor of Emergency First Aid gives practical skills-based training of 1 hourand 30 minutes.
3-4 Use of Safety Check Sheet
1) Students and teachers --- Inside/outside school building
Once every month, play equipment, facilities, etc. on the School premises are checked for any breakage
2) and faults. For this checking, Safety Check Sheet is used. Any abnormality, defect, etc. that are foundare written down in details, for which repair or replacement is carried out.
3-5 Safe handling of teaching tools, etc.
1)2)Students and teachers --- Inside/outside school building
With the aim to develop learning curriculum by taking safety in consideration, a pamphlet has been
prepared that includes a list of examples of possible accidents and injuries by subject. Efforts are madeto reduce injuries especially in the subjects involving hand working activities such as physical education,science subjects, arts and craft subjects, and domestic science.
30(4) Environmental improvement “Improvement of facilities and environment mainly through awareness-raisingof students”
TargetActivity (performer of the activity)
Students

4-1 Replacement of the side ditch covers on the school ground (Students’

Cooperator

Teachers Parents Community

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

▪ Toshima Ward

Representatives Meeting)
4-2 Provision of handrails on the stairway (Students’ Representatives
Meeting)
4-3 Display of posters to improve walking manners in the school
hallway/stairway (ISS Committee)
4-4 Repairs of the school ground (Teachers)

Explanatory note: 1) Target of prevention2) Improvements

3) Proposer

4-1

Replacement of the side ditch covers on the school ground1)

Students and teachers --- School ground2)

It was reported at the luncheon meeting with the Principal that theside ditch covers on the school ground are slippery. Corrective
measures have been taken promptly to avoid risks of injury.

3)

Students’ Representatives Meeting

4-2
1)Provision of handrails on the stairway
Students, teachers, parents, and community --- Stairway
A proposal to build handrails on the stairway was made by theGrade 1 students. Measures were taken promptly to avoid risks of
injury.

2)

3)

4-3
1)
2)

Students’ Representatives Meeting

Display of posters to improve walking manners in the school
hallway/stairway
Students and teachers --- Hallway and stairway
With the aim to improve walking manners in the hallway/stairway,
awareness-raising posters are displayed in the hallway/stairway.

3)

ISS Committee

4-41)

Repairs of the school ground
Students, teachers, parents, and community --- School ground
In order to prevent tumbling accidents, about half of the area adjacent to the school building wasrenovated and flattened, where invisible slope and unevenness on the school ground were mitigated.
There has been no tumbling accident since completion of the renovation work. (January to March 2015)
Toshima Ward, teachers

2)
3)

31

(5) Raising awareness on traffic safety “Traffic safety disseminated community-wide in collaboration with thecommunity (Police, PTA, etc.)”
TargetActivity (performer of the activity)

Students

5-1 Bicycle-riding drill using bicycle simulators
5-2 Safety Guidance Day (Traffic safety)
5-3 Securing of safety by Traffic Safety Guides on the way to/from school
5-4 Checking of school routes together with the police station, PTA, and

○
○
○
○

○
○
○
○

○
○

○
○

○

○

○

○

○

○

Toshima Ward
5-5 Request for provision of a traffic signboard at dangerous sites such as
5-6 Issuance of PR brochure “Challenge Safe School Fujimidai Elementary

○

○

○

○

School”
5-7 Traffic safety guidance in the morning and patrol in the evening by PTA

5-1
1)
2)

▪ PTA
▪ Citizens’ Plaza▪ Police station▪ Traffic Safety Guide▪ National Institute ofAdvanced Industrial

intersections

Explanatory note: 1) Target of prevention

Cooperator

Teachers Parents Community

2) Content

○

○

○

○

Science and Technology▪ Toshima Ward

3) Party in charge

Bicycle-riding drill using bicycle simulators
Students (Grade 4 – 6)
By means of simulated experience of possible risks in bicycle
ride, students started to think of correct way of riding a bicycle.

3)

Traffic Policy Division of Tokyo Metropolitan Government

5-2
1)

Safety Guidance Day (Traffic safety)
Students --- School routes and School district
Teachers and students inspect commutation of students by standing at fixed sites once every
month in the morning. The class teachers also give guidance on traffic rules that should beobserved outside School. According to the annual guidance plan, themes are decided each timesuch as commutation, walking manners and road traffic signs.
Teachers, Students

2)
3)
5-3
1)
2)
3)
5-4
1)

2)

3)

Securing of safety by Traffic Safety Guides on the way to/from schoolStudents --- School routes
Safety guidance of the school route has been conducted by 2 Traffic Safety Guides aiming toprevent a traffic accidents/crime/disaster on the way to/from school.
Traffic Safety Guide, School
Checking of school routes together with the police station, PTA, andToshima Ward
Community --- School district
With the aim to secure safety of school routes where students useon their way to/from school, the police station, PTA, and School
Management Division of Toshima Ward Office conduct joint
inspection twice a year.
As for hazardous spots found out, a request for improvement is
submitted to the authority concerned.
Police station, PTA, School Management Division of Toshima Ward
Office, School
32

5-5
1)
2)
3)
5-6
1)

2)

3)
5-7
1)
2)
3)

Request for provision of a traffic signboard at dangerous sites such as intersections
Students, parents, and community – School routes and School district
The front gate of the School is faced with an intersection and there is a potential danger ofaccidents. Therefore, we submitted a request for provision of a traffic signboard to Mejiro Police
Station. A signboard to warn drivers of students crossing was installed.
School, Police station
Issuance of PR brochure “Challenge Safe School Fujimidai Elementary School”
Community, parents, students, and teachers --- Inside/outside school building, School routes,
and School district
Community’s Taskforce Committee for ISS has been issuing the PR brochure that introduces
School activities for the ISS project. Ever since Issue No.1 was released in December 2014,
efforts have been made to convey information in a comprehensible way so that active efforts ofStudent Council and supports of community people can be shared widely among various age
groups.
SchoolTraffic safety guidance in the morning and patrol in the evening by PTA
Community, parents, students, and teachers --- School routes and School district
On every Monday throughout the year, parents conduct guidance at intersections on the way toschool. Further, parents patrol parks, shopping area, and roads with heavy traffic once a monthPTA

33

(6) Building friendly relations “Building human relationship and developing heart to value lives that help prevent
bullying”
TargetActivity (performer of the activity)
Students

6-1 Fujimidai Elementary School Taskforce Committee for Bullying

Cooperator

Teachers Parents Community

○

○

○

▪ Citizens’ Plaza▪ Police station

Prevention
6-2 Mental support in the school infirmary room
6-3 Student activity in a different age group (Vertically-structured group)
6-4 Open class of moral education for the community
6-5 School-wide challenge ~ Reading-aloud Time ~6-6 Awareness raising activity by teachers and parents to promote book

○
○
○
○
○

○
○
○
○
○

○
○
○

○
○

○

○
○

○
○

6-8 No TV No Game Day

Explanatory note: 1) Target of prevention

6-1
1)
2)
3)
6-2
1)
2)
3)

2) Content▪ National Institute ofAdvanced Industrial
Science and Technology▪ School Librarian▪ Fire station

reading
6-7 Enforcement of friendly greetings at school entrance▪ Lawyer○▪ PTA3) Party in

Fujimidai Elementary School Taskforce Committee for Bullying Prevention
Students --- Inside/outside school building, School routes, and School district
Following formulation of the “bullying prevention basic policy of Fujimidai Elementary School”, theTaskforce Committee was established to effectively implement the policy by holding its meetings
at least 6 times per year. In addition, when a bullying case is identified, a meeting is held without
delay and systematic measures are taken necessary for early elimination of bullying.
Teachers, Various related organs
Mental support in the school infirmary room
Students --- Inside/outside school building, School routes, and School district
Records are taken on the number of visits to the school infirmary room for each student. As forstudents with a large number of visits, emotional/mental support is provided in collaboration withthe class teacher, counselor, parents, etc.
Teachers (School nurse)

6-3

Student activity in a different age group (Vertically-structured
group)

1)Students --- Inside/outside school building

2)

Activity is held in units of a vertically-structured groupcomposed of students of different ages. Each group includes
students from all grades and holds vertical-structured
playtime and outdoor school lunch once a month where theGrade 6 students serve as the leader. School excursions
also utilize the vertically-structured group to promote friendly
exchange among different grades.

3)

Students, Teachers

34

6-4
1)

2)

3)

6-5
1)

2)

3)

Open class of moral education for the community
Students, teachers, parents, and community --- Inside/outside school building, School routes, andSchool district
With the aim to promote emotional education through cooperation among families, School, andcommunity people, moral education classes of all grades are opened to the public once a year. The
subjects dealt with include, for example, “charitable consideration and kindness”, “trust, friendship,and harmony”, “respect for life”, “gratitude and social service”, and “courage” that can help prevent
bullying.
Teachers, Lawyer
School-wide challenge ~ Reading-aloud Time ~ (All the students
make oral presentation at the study report meeting)Students, parents, and community --- Inside School building
Prior to the summer vacation and at the end of a school year, thewhole school or each grade independently holds a group oralpresentation meeting. By using this as an opportunity wherestudents can encounter warm words, learn rich feeling, andexpress themselves, it is intended to develop emotional
education to respect others.
Students, Teachers

3)

Awareness raising activity by teachers and parents to promote
book reading
Students --- Inside school building
Every morning, in Challenge Time before class periods, classteachers and parents read books to students. Further, at thebook-reading assembly, books recommended by teachers are
introduced and read aloud, helping deepen relationship among
teachers and students.
Teachers

6-7

Enforcement of friendly greetings at school entrance

1)

Students --- Inside/outside school building, School routes, and School district

2)

Aiming to develop students to be self-reliant equipped with good basic life habits, every month byrotation, we enforce “morning greetings” in which students of each grade greet others at theentrance with smile. It is aimed that mutual emotional exchange be promoted through proactively
greeting others.

3)

Students, Parents, Teachers

6-8

No TV No Game Day

1)

Students and parents --- Home2)

We have designated the 10th day of every month as “No TV No Game Day” and students do notwatch TV or play games on that day. This is intended to increase interaction among family
members and to develop healthy family environment. The activity has been continuing for morethan 10 years.

3)

Students, Parents, Teachers

6-6
1)

2)

35

(7) Awareness raising for disaster safety “Traffic safety disseminated community-wide in collaboration with
community organizations (fire station, PTA, etc.)”
TargetActivity (performer of the activity)
Students

7-1 “Disaster Prevention Project” (Grade 6)
7-2 “Safety Day” in cooperation among School, parents, and the

Teachers Parents Community

○
○

○
○

○
○

○
○

○
○

○
○

○
○

○

community
7-4 Emergency first aid training session (Grade 5 and 6 students)

7-1
1)

2)

3)

7-2
1)

2)

3)

7-4
1)

2)

3)

▪ Citizens’ Plaza▪ Police station▪ Fire station

7-3 Evacuation drill (See p.38)

Explanatory note: 1) Target of prevention

Cooperator2) Content▪ Japanese Red Cross
Society3) Party in charge/cooperator“Disaster Prevention Project” (Grade 6)
Students, community, and family --- Inside/outside school building and home
In consideration of what we can do in preparation for/during/after a possible large scale disaster,
we carry out a survey of the stockpile warehouse, fire hydrants, vending machines, public
telephones and safe places within the School district in cooperation with people of the
Neighborhood Associations and parents. Further, various knowledge and skills acquired here areannounced at the Citizens’ Plaza and to all students.
Grade 6 students, persons engaged in disaster prevention (Neighborhood Association), firebrigade officers, volunteer fire corps, Citizens’ Plaza“Safety Day” in cooperation among School, parents, and the community
Students, parents, and community --- Inside/outside building and home
All students by grade participate in the experience-based activity. Grade 1 students learn “safewalking on a road”, Grade 2 students “helmet-wearing and safe bicycle riding”, Grade 3 students“food distribution drill”, Grade 4 students “experience of evacuation center”, and Grade 5 and 6
students “emergency first aid/AED drill”.
Students, parents, Police Station, Fire Station, Japanese Red Cross Society, Disaster Prevention
Division of Toshima Ward Office, National Institute of Advanced Industrial Science andTechnology

Emergency first aid training session (Grade 5 and 6)
Students, teachers, community --- Inside/outside school building and home
Under instructions from officers of Nagasaki Branch Office of Ikebukuro Fire Dept., Grade 5 and 6
students undergo the “emergency first aid training session (cardio-pulmonary resuscitation/AED
drill)” every year on the “Safety Day”. After participating in the training session twice (2 years),
students receive “Basic Life-saving Training Course Certificate” from the Fire Dept. The
elementary school students acquire knowledge and skills that protect lives of their family andprecious persons.
Fire Department

36

Indicator 4: There are programs that target high-risk groups and environments
1

Programs targeting Grade 1 students(1) Traffic Safety Training Class on the 3rd day of the School(Mejiro Police Station)
Traffic Safety Training Class is held on the 3rd day of the Schoolfor Grade 1 students who are in the high-risk group. With thecooperation of Mejiro Police Station, students learn how to safely
cross a road, how to behave on walkways, how to cross apedestrian crosswalk with traffic signals. The Seibuikebukuro
Line runs near the Fujimidai Elementary School district and there
are railroad crossings. On-site guidance is also provided in theschool route to teach how to safely cross a railroad crossing.

<New grade-1 students are encouraged
to learn safe way of walking.>(2) Walking back from school in a group throughout the year
New Grade 1 students are grouped into 5 courses for walking back from school and walk back from school in agroup. During the 1st term, Grade 1 students in all classes walk back together. In and after the 2nd term, theywalk back by class. This group walk is enforced throughout the year.
Through this activity, students are encouraged to observe traffic rules for safely walking back home.

2
Measures for the months with a large
number of injuries (May and September)

New grade-1 students are encouraged tolearn safe way of walking.
No. (Cases)(1) The number of injuries by month (No. of cases
treated in the school infirmary room)
The number of cases treated in the school infirmaryroom tends to increase in May, June and September
and after. The following efforts have been made to
reduce injuries especially in these months.

FY2013
FY20141) Checking of instructions based on “Safety in

Apr

May

Jun

Class”(See p47)
In the subjects of “science, physical education, domestic science, artsand craft, and life environment”, equipment (teaching tools) isfrequently used. Therefore, a brochure has been prepared coveringsafety instructions on use of such equipment and tools. For this purpose,materials were gathered by the working group of each subject andcommon understanding was developed among all teachers and staff
members. Further, as for the subjects teaching practical skills, the safety
key points are displayed at the use site to call students’ attention.
2) Guidance on playtime rules
As various kinds of games were played at the same time on the school
ground, many injuries tended to occur during the 20-minutes recess andthe noon recess. Therefore, with the aim to prevent injuries, the groundwas divided into areas according to games and students discussed ineach class about how to predict risks on their own.

37

Jul

Aug

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Note: For May 2015, as of May 11

Fig 6-1 (2013 & 2014)

3

Measures against heatstroke(1) The number of heatstroke patients in the 23 wards of Tokyo
According to the data of Tokyo Fire Department, the number of persons transported by ambulance due toheatstroke increases in July and August every year. In addition, there are also ambulance transport cases in June
during rainy season and in September with lingering summer heat.
2011

Jun

Fig 6-2

2012

2013

Jul

Aug

Sep

The number of persons transported by ambulance due to heatstroke in Tokyo (by month)(FY2011, 2012, & 2013)(2) Heatstroke preventive measures
Sports Committee make posters on prevention of heatstroke in July when heatstroke patients rapidly increase andin September when practice for the athletic meet is held. The Committee works on prevention of heatstroke
specifically by calling attention to all students at the School morning assembly, raising awareness in each class,and displaying posters. (See p.43)
Further, based on the following temperature guideline, teachers decide on risk degree based on temperature andhumidity and give students common instructions to replace water and take a rest under the shade every 30
minutes. Through these efforts, there has been no patient transported by ambulance due to heatstroke in the
School. (as of September 2015)
Temperature (dry-bulb temperature) guideline▪ 35 °C and above:

In principle, physical exercise should not be allowed.

▪ 31 °C and above:

Strict alert (Heavy physical exercise should besuspended.)▪ 28 °C and above:

Alert (Frequent rest should be scheduled.)▪ 24 °C and above:

Caution (Frequent water replacement should bescheduled.)▪ If humidity is high, the above level should be increased each by one rank.

4

Prevention of water accident
Although the School has had no caseof water accident among students,
water accidents occur every year invarious places in Japan during
Month
Total
summer vacation. To address thisJul
problem, every year in July before
18
summer vacation, the SchoolAug
implementsafully-clothed
Source: Metropolitan Police Dept.
swimming lesson for all gradestudents in cooperation with the Japanese Red Cross
Society. Students learn on an experience base how theyshould behave in case of falling into water and acquire
skills and mental attitude in the case of a water accident.
Further, parents also participated in the training class asobservers and had good opportunity to learn safety on rivers
and at sea.
38
No. of water accident
victims in Tokyo (2014)

Source: Japan Amateur Sport Association“Guidebook on prevention of heatstroke
during sports activity” (2013)

5

Preparedness for a large-scale earthquake(1) Safety measures for the School building
The School building underwent an antiseismic reinforcing work from 2004 to 2005.
Window glasses of all classrooms are now shatter-proof type which can minimize earthquake damage.
The stockpile warehouse in the school building keeps stock of food, water, blankets, and portable toilets enoughfor 500 people to survive for 3 days.
(2) Evacuation drill
Once every month throughout the year, a drill is conducted in preparation for an earthquake, any emergency,
fire, and encounter with a suspicious person.
Basic actions in the event of a disaster are trained in a repetitive manner through this drill.
No. of times of evacuation drills: 11
Date

Objective

Assumed situation

Major contents

Shelter

Apr. 25
10:50

Communication to parents in thecase of emergency
Students handing-over drill

Students handing-overdrill when “official
warning” has been
issued

1. Handing students over to their parents
2. Taking care of remaining students

School groundMay 22
9:35

Acknowledging the buzzer sound of
Earthquake Early Warning
Basic action in the event of anearthquake
How to carry out Secondary
evacuation to the School ground

Earthquake Early
Warning
Occurrence of alarge-scale earthquake

Jun. 22
8:40

Safe evacuation to the secondary
shelter (Shiinamachi Park)

Fire

Jul. 15
13:40

Checking/reviewing how to walkback from school in a neighborhoodgroup to prevent a crime of a
suspicious person

Walking back fromschool in aneighborhood group toprevent a crime of a
suspicious person

Sep. 1
10:00

Safe evacuation to the tertiary
shelter (Yamate-dori Street)Fire

Oct. 16
9:50

Checking/reviewing
howtoevacuatewhen
broadcasting
system is not useable

Fire
Fire breaking out in thestaff room

Nov. 13
8:12

Evacuation on the way to school
Callingoverstudents
when
attendants are not confirmed

Occurrence of anearthquake
When aftershocks areoverDec. 11
11:10

Responsive measures in the eventof intrusion of a suspicious person

Entry of a suspicious
person1. Simulating reporting to the police
2. Checking/reviewing how to movedesks and make a shelter

Gymnasium

Jan. 20
13:25

Evacuation during cleaning period
Evacuation when obstacles areblocking the way

Earthquake

1. Listening correctly to instructions
2. Checking/reviewing how to store
cleaning tools and how to act

School groundFeb. 16
10:25

Evacuation during recess/when
everyone is scattering
Evacuation when school managers
are away from the School

Fire
Fire breaking out in theschool kitchen

1. Listening to instructions under siren
sounds and loud shouting voices
2. Following instructions of nearby
teachers

School groundMar. 10
10:05

Summary of evacuation drills
Checking/reviewing
howtoevacuatewhen
broadcasting
system is not useable

Summary of evacuation
drillsFire breaking out froma house after anearthquake

1. Taking quick action responding tosudden warning
2. Taking evacuation behavior by making
best use of drills

School ground

1. Listening to the warning of earthquake
occurrence
2. Evacuating to the School ground, while
taking precaution to aftershocks
3. Organizing neighborhood groups andconfirming a classroom to assemble in
1. Listening to broadcast aboutoccurrence of fire
2. Evacuating to Shiinamachi Park
1. Checking/reviewing commitments andrules
2. Checking/reviewing how to walk in aline in a walk group back to home
1. Checking/reviewing evacuation route39

1. Listening to instructions under siren
sounds and loud shouting voices
2. Following instructions of nearby
teachers
1. Checking/reviewing how to evacuate

School groundShiinamachi
Park
Neighborhood
groupClassroom

Yamate-doriStreetSchool ground

School ground(3) Program of “Disaster Prevention Day” (2014) based on collaboration with community[Date] September 13 (Sat) 2014

8:30 to 10:00[Objectives]• To have students understand seriousness of a disaster, learn how to behave in the event of a disaster, anddevelop preparedness for protecting their life by themselves.
• To have students learn what they can do during disaster and develop attitude to make the best of themselvesin the community.
• To create a learning opportunity for both parents and students by calling for participation of parents.
[Experience learning by grade in collaboration with the community]

Grade 4: Simulation of living in an evacuation center“Disaster Prevention Division, Toshima Ward Office”
Grade 1 & 2: Learning furniture tipping
prevention“Ikebukuro Fire Dept., Tokyo Fire Dept.”

Grade 3: Food distribution drill“Japanese Red Cross Society”

Grade 5 & 6: Emergency first aid training session“Nagasaki Branch Office of Ikebukuro Fire Dept.”(4) Creation and presentation ofDisaster Prevention Map
In the “disaster prevention project”
within the integrated study period ofGrade 6, students created the disasterprevention map and made presentations
as a part of programs on the Disaster
Prevention Day to all students andparents.
At a later date, aiming also to raiseawareness among community people,
presentations were also made at the
Citizens’ Plaza Fujimidai.
40

Indicator 5: All programs have been implemented based on the evidences
1

Cause analysis for identifying challenges

Outside school

Physical safety

Inside school

Cause analysis for identifying challenges◆ In 2014, a total of 317 injuries (including also minor ones) occurred in the School.
By time zone, many injuries occurred in physical education (24%), during noon recess (20%)
and mid recess (16%). Injuries that occurred in the above 3 time zones accounted for 60%.
“Fig 3-2 on p.7, Fig 3-7 on p.9”
◆ In 2014, the incidence rate of injuries that required hospital treatment was 6.9%.
The injuries that required hospital treatment mostly included bone fracture, scratched wound,and cut wound.
“Fig 3-3 on p.7, Fig 3-8 on p.9”
◆ The numbers of traffic accidents involving students of the School were 2 cases in FY2013, 2
cases in FY2014, and 1 case in FY2015 (as of July). Except one case, all occurred while“Table 3-2 on p.13”
students were riding a bicycle.
Among the children aged 5-14 years who were transported by ambulance due to a traffic
accident in the Ward, 51.7% of them were riding a bicycle at the time of accident.
Occurrence situations of traffic accidents amongchildren aged 5-14 years (Toshima Ward n=58)
Whileriding in a car
自動車乗車中While riding a bicycle
自転車乗車中

51.7%

0%

10%

20%

30%

Ambulance call-out data in 2010

While
walking
歩行中

6.9%

40%

50%

Others
その他

36.2%

60%

70%

80%

5.2%

90%

100%

Common to inside and outside School
Common to inside andoutside School

Disaster safety

Mental safety◆ Bullying that can trigger mental injury may reoccur after it is once stopped.
Bullying occurrence situation
No. of bullying cases
No. of cases resolved
Under continuing guidanceSource: “Factual investigation on bullying” Fujimidai Elementary School)

2013
1
1
0

2014
2
2
0

2015 * as of July000

◆ According to the result of the students’ satisfaction survey with their class and friends bymeans of Hyper-QU, students who felt a sense of alienation accounted for 22%.
No. of Grade 6 students
No. of students who required
preventive measures
Incidence rate among students
who required preventive measures

2013
111 persons

2014
92 persons

2015 as of Sept.
81 persons

52 persons

34 persons

40 persons

47%

37%

49%

◆ It is predicted that a large-scale earthquake of M8+ will occur within 50 years in Tokyo.
Within the School district, there are areas where risks of fire and building collapse during adisaster are high and the disaster measures must also be prepared in order to reduce possible
associated human injuries.。
Predicted rate of occurrence of M8-9
earthquake that directly hits Tokyo area
(Ministry of Education, Culture, Sports,
Science and Technology, 2015)

10 years
20%

30 years
70%

Regional risk measurement survey on earthquake(Tokyo Metropolitan Government, 2013)

50 yearsDegree of risk

90%

Fujimidai
Elementary School
district

41

5

4

3

☆

☆

2

1

2

7 major challenges and 12 major measures

Prevention
targets

Challenges

Major measures(1) Activities initiated by

Inside school

Physical safety

students(2) Survey on students’ awareness(2) Improving education
content(3) Improving the guidancesystem(4) Environmental

Outsideschool(3) Students’ activities through the teaching study (*)(4) Preparation of curriculum for safety education andsafety guidance(5) Brochure on safety guidance for teachers(6) Proposal from the Students’ Representatives Meeting

improvement(5) Raising awareness on
traffic safety(7) Traffic safety training class in cooperation among
School, parents, and the community(8) Evening patrol by PTA(9) Factual investigation on bullying and responsive

CommonMental safety(1) Activities developed by Student Council on its own

measures by using Hyper-QU(6) Building friendly(10) Mental support in the school infirmary room

relations(11)

Different

age

group

activity,

biotope

activity,

CommonDisastersafetyexperience activity to interact with animals and plants(7) Awareness raising fordisaster safety(12) “Safety Day” in cooperation among School, parents,
and the community(* Teaching study --- Study in which educational effects of the lesson are observed,
discussed, and verified by all teachers)42(1) Activities initiated by students
1) Activities developed by Student Council on its own
Discussions are held in the committee activities once every month and students work on
activities for a safe and secure school.
Safe School Representative Committee
Objective
To make efforts so that all students of the School canlead safe and secure school life towards designation ofISS.
“Let’s walk without rush” survey team (See p.44 Fig 7-1.)

Assembly Committee
Objective
Assembly Committee for safe and secure ISS and foreverybody’s joy

Committee members count the number of students who
are running in the hallway and work on awarenessraising for students to walk without rushing.

Committee members work to raise awareness of safety
and security through using safety and security quizzes.

Eco Committee
Objective
Let’s save the world through developing ecologicalawareness! First step from Fujimidai

Library Committee
Objective
To work on the committee activity so that all thestudents become fond of reading“Separate rubbish boxes”“Book-reading Assembly”

Committee members help protect safety of waste
disposal workers by attaching sheets to explain
separation methods on rubbish boxes.

Library Committee members introduce books on
disaster prevention and books that help enrich students’heart.

“Safety Assembly”

43

Rearing/Cultivation Committee
Objective

Health and School Lunch Committee
Objective

Let’s make efforts so that all students make friends

Let’s build healthy body by eating school lunch leavingwith and get interested in animals and plants!

nothing left over and let’s aim to reduce injuries!

“Rabbit (Yuki) Caring Gathering”

Appealing for “Eat-leaving-nothing-left-over Day”

(See p.50)

Once every term, “Rabbit (Yuki) Caring Gathering” isOn the 10th day of each month, Committee members

held as an activity for enriching students’ heart.

encourage students to eat school lunch leaving nothingleft over.

Sports Committee
Objective

Broadcasting Committee
Objective

To make efforts to develop a school where everybody

To convey safety to all students

can enjoy sports in safety“Poster on prevention of heatstroke”“Broadcast to appeal for safety”(See p.37)

Committee members make posters on how to safely

As a lunchtime program, quizzes on safety/security are

use the school ground, how to prevent heatstroke, etc.

broadcasted. At the end of the program, a weekly

and display them in each class for awareness raising.

safety target is announced to raise awareness in all
students.

442) Survey on students’ awareness
In April and July every year, a “questionnaire survey on safety” is conducted with all students, asking about
their safety inside/outside School. The survey results are compiled by teachers and utilized in students
guidance on the monthly Safety Guidance Day, through class activity, etc.
＜Items in the questionnaire survey＞

1. Do you walk in the hallway in a quiet manner?
2. Do you walk on the right-hand side?
3. Do you always pay attention at a corner while walking?
4. Do you go up/down stairs at every step?
5. Do you walk in a line when moving to a different room?
6. Do you walk in a line, not side by side when you walk with friends?
7. Have you felt any danger when moving to a different room?
Fig 7-1

Questionnaire survey on students’ safety awareness (April 2014

Do you walk on the right-hand side?”

n=266) (July 2015

n=265)“Do you go up/down stairs at every step?”

Questionnaire survey on safety at SchoolNo, not often
Yes, sometimes

Yes

Yes, always
April 2014

April 2014

July 2015

July 2015“Do you go up/down stairs at every step?”“Do you walk on the right-hand side?”<Discussion>○ From a comparison in results between 2014 and 2015, the number of students who replied “Yes,always” to the question “Do you walk on the right-hand side?” increased by about 2.5 times. This ismuch owing to the “Let’s Walk without Rush” survey team of ISS Committee who were supervisingduring recess. As for the question “Do you go up/down stairs at every step”, the number of positive
responses also increased by about 2.2 times. This is because the character of “Let’s beat out Monster
Danger: Dandan” created by students for awareness raising of injury prevention at school has
penetrated among students.
45

(2) Improvement of education content
3) Students’ activities through teaching study
Teaching study is a program in which educational effects of the lesson are observed, discussed, and verified by
all teachers.
In the form of study lesson, class on safety has been implemented in a systematic and planned way.

○ Study progress (2014-2015) (See Indicator 3)
Date

Participants

No. ofparticipants

Apr. 5Students, teachers & staff
members

18

Studies planned in this fiscal year

Apr. 18

Teachers & staff members

18

Study schedule, annual lesson plan for each grade, etc.

Jun. 4Students, teachers & staff
members, lecturers

70Jun. 25

Students, teachers & staff
members, lecturers

60

Jul. 11

Students, teachers & staff
members, lecturers

70Aug. 26

Teachers & staff members,
lecturers

20

Sep. 3Students, teachers & staff
members, lecturers

60

Sep. 18

Students, teachers & staff
members, lecturers

70

Study lesson 5): Class activity “Let’s prevent injury!” for Grade 1”

Oct. 8Students, teachers & staff
members, lecturers

60

Study lesson 6): Music class “Let’s look into yourself!”

Oct. 29

Students, teachers & staff
members, lecturers

50

Study lesson 7): Young teachers’ group Science “Role of wind”

Nov. 5Students, teachers & staff
members, lecturers

50

Study lesson 8): Young teachers’ group Japanese Language subject“Introducing the hardworking vehicles in a picture book”

Dec. 15

Students, teachers & staff
members, lecturers

20

Study lesson 9): Health subject “Prevention of injury”

Feb. 14

Teachers & staff members,
lecturers, parents, all students,
community, Education Guidance
Division, experts from various
fields500

Research presentation meeting

Mar. 18

Teachers & staff members,
lecturers

20

Study seminar: “Development of students’ ability to think
independently and to avoid risks”

Content

Study lesson 1): Life Environmental Study for Grade 2“Explore wonders and explore friendly relations!”
Study lesson 2): Social Study for Grade 4“Work at a police station and citizens’ cooperation”
Study lesson 3): Comprehensive Study for Grade 3“Let’s make the community safety map!”
Study seminar “Preparation of safety guidance plan in eachsubject”
Study lesson 4): Comprehensive Study for Grade 6“Disaster prevention project”○ Class lesson (2014 – 2015)

Students discussed what they can do for traffic
safety together with officers from Mejiro Police
Station.

Students learnt about safe places and danger
places and have become willing to put theirlearning in practice in daily life.
46

Students discussed with members of neighborhood
associations and created a Disaster Prevention
Map together with them.

Students learnt key aspects for injury prevention,
discussed injury preventive methods, and havebecome willing to put them into practice.

(3) Improvement of guidance system
4) Preparation of curriculum for safety education and safety guidance
Safety education curriculum
Lesson on safety has been implemented in the context of each subject and category in a systematic andplanned way.

Safety education plan in each subject and category
GradeLife safety

Traffic safety

Disaster prevention education

1“Let’s beat out Monster
Danger!”Class activity“Let’s take a walk
Spring to summer”
Life Environment
Traffic safety in a field trip

“What should we first do in theevent of an earthquake?”
Class activity
Primary evacuation in the eventof an earthquake“Explore wonders and explore
friendly relations!”
Life Environment
Traffic safety in a field trip

“Let’s get prepared for adisaster”
Class activity
Preparation for a disaster athome

3“Community Safety Map
Project”
Comprehensive Study
Making a community safety
map“Community where we live”
Social Study
Facilities for community safety“Dangers in the event of windand flood disaster”
Class activity
Danger of typhoon, etc.

4“Let’s learn how to use theInternet in a smart way”
Class activity
Hidden dangers of theInternet“Safe living”
Social Study
People’s efforts in traffic safety“People’s life by making the bestof the nature”
Social Study
Various disasters

5“Information moral”
Class activity
Keeping Netiquette“Accidents at a railroad crossing
and safety facilities”
Class activity
Safety at a railroad crossing“Our life and environment”
Social Study
Disaster prevention measures

6“My and everybody’s humanrights”
Social Study
Respect of human rights“Liability of bicycle accidents”
Class activity
Risks to become a victimizer ofaccident“Disaster Prevention Project”
Comprehensive Study
Community’s disasterprevention measures

To identify dangers in daily life anddiscuss preventive measures.
“Let me teach you. Monster Danger
exploring the School"

2Life Environment
School exploration aiming also to callattention of all students

47

Curriculum for safety guidance (annual plan)

Month

Main subject

4

Safe walking

5Fire & earthquake safety (Environment, Situation)

6

How to play skipping

7

Preventing a crime of suspicious persons (Situation)

8,9Earthquake Early Warning

10

Walking manner and road traffic signs

11

How to play in a park

12

Safety in work such as cleaning

1

Safety in home life2

How to use the Internet

3

Review on safe life

(Situation)(Environment)

Once every month, 15-minutes safety guidance isimplemented in all classes (Photo below). In
consideration of actual state of students, community
environment, and social circumstances, teachingmaterials are made by teachers themselves. For example
in April, focus is put especially on walking manners on
the way to school are taught to students of new Grade 1
students.

(Situation)(Situation, Environment)(Environment)(Situation)(Environment, Situation)(Situation)5) Brochure “Safety in Class” as safety guidance for teachers
A total of 189 injuries occurred in 2014 while in class lessons.
By taking this fact seriously and verifying each incident, we compiled a brochure on safety guidance forteachers, covering precautions in each subject, precautions regarding use of teaching tools/equipment, etc.
Table 5-1

Subject

Accidents during class lesson (Source: FY2-013 and2014 “School infirmary data”)

No. ofcases(2013)

No. ofcases(2014)

Type of injury

Physical
education95

75

1st --- Scratch wound, contusion(30 cases)
2nd --- Bruise (18 cases)
3rd --- Sprain, jammed finger (15 cases)

Other
classes

94

44

Cut wound, stung wound, burninjury, etc.

~ Example of content of “Safety in Class” (Physical Education) ~Preparation before class○ Check for any breakage of the teaching tools.
○ Confirm that an adequate number of teaching tools are available.
○ Confirm that the environment is suitable for safe exercise.
• Loosen sand in the sand box. (Running long jump) Check if
there is any dangerous article such as glass pieces.

48▲ Safety in class(4) Improvement of environment6) Proposal from Students’ Representatives Meeting
At the “luncheon meeting of the
Principal and members of the Students’Representatives Meeting”, it wasreported that the side ditch covers on theschool ground are slippery. It was also
reported that Grade 1 students cannot
safely use stairway without a handrail. In
response to the above, replacement of
the covers and provision of handrails
were performed.
(5) Awareness raising for traffic safety
7) Three-generation Traffic Safety Class in cooperation among School, parents, and the community
About 90% of the students of the School have their own bicycle. Likewise, the percentage of students in lower
grades who have their own bicycle accounts for about 90%. The traffic safety training class includes skill
practice of bicycle riding. Especially to the Grade 3 students most of whom start to ride a bicycle on their own,
the bicycle training certificate is issued to raise their self-awareness. In FY2015, a traffic safety training classespecially named “Three-generation Traffic Safety Class” was held for all students together with parents andcommunity people.

Child-generation and parent-generation
Bicycle riding lesson for students instructed by police
officers, community staff members, and parents

Declaration of commitment to the efforts incooperation with the police station

Grandparent-generation
Walking training using a walking simulator“Bicycle Training Certificate” effective till theend of Grade 6
Students who received the bicycle safe riding
training class are issued with the “Bicycle Training
Certificate”. This certificate is prepared by the
Traffic Safety Association of the community.
498) Evening patrol by PTA (See p.33)
Initiated by the PTA Outside-School Guidance Committee, a community patrol has been implemented in theevening and at night.
(6) Development of friendly relationship
9) Factual survey on bullying (Questionnaire survey “Let’s review our everyday life” and responsive
measures based on “Hyper-QU”
Once in every school term (June, November and February), a questionnaire survey is held to find out any
bullying incident.
The head teacher of lifestyle guidance totalizes the results. Upon finding out any incident, the class teacher
verify it by means of inquiring survey with the students concerned and gives necessary guidance and support.
When any serious bullying or its sign is detected in the process, a “Taskforce Committee for Bullying
Prevention” meeting is immediately called for addressing in a systematic manner.
Further, every year, the school counselor interviews with all students in Grade 5 and 6 tofind out the situations through an inquiring survey. As is the case in the questionnaire
survey, when any sign of bullying is detected, a “Taskforce Committee for Bullying
Prevention” meeting is called.
The result of Hyper-QU (mentioned above) is also subject to analysis to identify students
who require preventive measures and a “Taskforce Committee for Bullying Prevention”
meeting is called.
The totalized data and details of countermeasures are reported each term to the Tokyo
Metropolitan Board of Education and the Toshima Ward Board of Education.
10) Mental support in School Infirmary RoomAs for students who frequently visit School Infirmary Room, efforts are made so that they are listened toattentively and relaxing atmosphere is made for such students. The school nurse makes efforts to understand
students’ inner feeling, understand the situation, and gives mental support as well in cooperation with school
managers, class teachers, the head teacher of lifestyle guidance, parents, etc. If needed, the other related organs
are asked to cooperate.
The specific supports include, for example,
1) Attentive listening to students2) Home-visit for students whose lifestyle is disorderly
3) Phone calling to check the students’ situation in the morning4) Having school lunch together
5) Supporting book-reading
6) Working together
7) Providing learning support
8) Teaching importance of basic living practice5011) Different age group activity, biotope activity, experience activity to interact with animals and plants◎ Different age group activity
As communication ability may often be difficult to be developed within a same-age group, an opportunity isoffered to students to get mixed with other students of different ages. Through the activity, students can get toknow various situations and diverse values. Suppose that there is a passive Grade 6 student in a same-age
group. Through serving as the leader in a different-age group, the Grade 6 student can learn compassion forothers and necessity of taking action, raising self-efficacy. With this experience as a trigger, he/she may review
the own conduct and behavior.
All students (Grade 1 to 6) of the School are divided into 20 different-age groups and the play activity hour isscheduled once every month. The Grade 6 students initiated by the group leader (Grade 6 student) make plansthat can also be enjoyed by lower-grade students and implement them as planned. Through the efforts in which
Grade 6 students plan and operate by themselves and students mutually work hard to build good relations
among themselves, it is aimed that compassion and kindness to lower-grade students be developed.
On the same day, each vertically-structured lunch group also gathers in a class and has school lunch
together.
Friendship Group activity• Play plan devised by
students• School excursion• Having lunch together

Friendly exchange
among students ofdifferent ages

Experience tobuild friendly
relations◎ Biotope activity
Biotope observation gathering is held every month initiated by Eco Committee. Through the observation,
students can learn charm of animals/plants and feel seasonal changes. It is expected that students can feel
peace of mind and take an interest in animals/plants through the observation activity.

51

◎ Experience activity to interact with animals and plants
Led by Rearing/Cultivation Committee, Rabbit (Yuki) Caring Gathering to play with a rabbit is held about
once every term. Through petting a small rabbit, it is expected that students realize preciousness of life, while
enjoying animal therapy.
Note: Animal therapy is an approach for relaxation by reducing stress and calming down mental state throughpetting an animal. (Source: Non-profit Organization Certified by Cabinet Office: Japan Animal Therapy
Association)(7) Awareness raising of disaster safety12) “Safety Day” in cooperation among School, parents, and the community
Since the Great East Japan Earthquake on March 11, 2011, various predictions have been made about risks ofearthquakes that can directly hit Tokyo area. In consideration of possible dangers of earthquake disaster in thecommunity (See p.16), the School has been holding “Disaster Prevention Day” (See p.39) especiallydedicated to disaster prevention. It was also intended to serve as an opportunity for the School to work on the
ISS initiatives and to learn traffic safety together with community people. Therefore, by adding the aspect oftraffic safety to the original concept of “Disaster Prevention Day”, a new program started this year under thename of “Safety Day”.
Plans for FY2015 “Safety Day”
Grade
Safety-related items

Activities
Traffic Safety Class(Walking manner on the school route)1

Traffic safety

2

Traffic safety

Traffic Safety Class(Correct bicycle riding)h3Disaster safety

Experience of evacuation center(Experience of Food distribution)

4

Disaster safety

Experience of setting up an evacuation center(Evacuation center, preparation of portable
toilets, etc.)

Disaster safety,
life safety
Disaster safety,
life safety

Emergency first aid training session I(Cardio-pulmonary resuscitation, AED drill)
Emergency first aid training session II(Cardio-pulmonary resuscitation, AED drill)

5
6

52

Cooperators
Mejiro Police Station
National Institute ofAdvanced Industrial
Science and Technology
Japanese Red Cross
Society
Disaster Prevention
Division, Toshima Ward
OfficeTraining group
Nagasaki Branch Officeof Ikebukuro Fire Dept.
Nagasaki Branch Officeof Ikebukuro Fire Dept.

Indicator 6: Having the Programs for Keeping Records of the frequencies andCauses of Body Injury Occurrences
1. Records of the Information on the School
Data of School Infirmary Room and results of the “Let’s Review Our Everyday Life!” questionnaire survey
are collected and analyzed by Lifestyle Guidance Subcommittee.

1

Records of the
injuries on the school
premises2

Bullying Reality
Survey(“Let’s Review Our
Everyday Life!”
questionnaire survey)

Using the “Injury Record”, the School
Injuries including
Infirmary Room collects data on injuries
Analyzed
and accidents and reports them to all
every
minor ones
teachersattheEvening
Meeting(Thursdayweek(school Infirmary data)
16:15-16:45).
Injuries requiring
To demand the payment of the casualty andoutpatient treatment medical expenses for the students under
Analyzed(data from the Mutual supervision of the school, the records are
every year
Aid Disaster Insurance submitted to the Japan Sport Council by
way of Toshima Ward.
for School)
The number ofbullying cases

A survey is conducted with all students of
the School to investigate whether or not
students themselves feel bullied or know
someone being bullied.

Analyzed
every
term

(1) Collection of data on injuries including also minor ones (Source: School infirmary data)
The Injury Record sheet is used to keep individual records of “when,” “where,” “which part of the body,” “how,”“the type of injury,” and “treatment” as well as “what are you doing” and “what did you do when injured.”
While the situation of the injury is recorded, the students are given an opportunity to think about what to do toprevent injuries.
Flow of treatment at the(No.
)
Injury Record
Check byschool infirmarytheteacher incharge

Month
Day
(
)
What time did you come to the school infirmary:
Grade

Class

Name

*Circle the number if it is the case. Write your words in the parentheses.
1. When
2. Where(1) In the morning(1) In the school ground (2) In the classroom(2) In the 20-min. intermission(3) In the gymnasium (4) In the hallway(3) () in the () period(5) In the staircase (6) In the toilet(4) In the 5-min. intermission(7) In the entrance hall(5) In the after-lunch intermission(8) Others ()(6) In the lunch time(7) In the cleaning time(8) When going home(9) Others ()
4. What part of your body (right, left)(1) Head
3. What were you doing?
(2) Face ()(3) Arm (4) Elbow(5) Hand (6) Finger ()(7) Thigh (8) Knee (9) Shin(10) Foot ()(11) Others ()
5. How were you injured?
(1) Fell down
(2) Bumped into ()
6. Write what you should have done to(3) Cut with ()
prevent the injury.
(4) Others ()
7. Type of injury(1) Scratch, contusion ② Bruise(2) Cut, stab ④ Pain
(3) Sprain, jammed finger(4) Burn ⑦ Eye injury ⑧ Tooth injury)(5) Nosebleed ⑩ Skin ((6) Others (）*When you finish writing, attach a sticker on the
Potentially Serous Incidents Map.

8. Treatment(1) Disinfection ② Adhesive plaster(2) Cooling ④ Compress(3) Ointment ()(4) Others (
)

53

53

Treatment is given at School
Infirmary Room.
After treatment,

Fill out the Injury Record sheetby thinking about the cause.

6. Write what you
should have done toprevent the injury.

★Attach a sticker on the
Potentially Serious
Incident Map.

The teacher in charge checks the
Injury Record sheet.

The sheet is returned to theschool nurse.

Table 6-1

Example of weekly injury occurrence record

May 11 to May 15, 2015
No.

Date

Grade,

Type

Time

1

May 11

Grade 6, Boy

Cut wound2

May 12

Grade 1, Girl

Scratch,contusion

Middle recess

School ground3

May 13

Grade 2, Girl

Stung

Middle recess

School ground4

May 14

Grade 5, Girl

Scratch,contusion5

May 15

Grade 1, Boy

Cut wound

Englishlanguage
Domestic
science class

Injuries by part of the body (FY2014)

Cause

Place

Domestic
scienceFig 3-11

Cumulative Total: 31 cases

Total: 5 cases
Domestic
subject room

Cut with scissors
Tumbled while playing

Classroom

Touching an assist place for jumpingropeKnee scratched when moving on afloor with knees

Classroom

Cut with paper

Written again

Source: National Institute of Advanced
Industrial Science and Technology

No. of applicable cases(2) Collection of data on injuries that require hospital treatment(Source: Data from the Mutual Aid Disaster Insurance for School)
Injuries/accidents under the supervision of the School that required hospital treatment are recorded.
Table 6-2

Example of injuries surveillance records (FY 2014)

Injured

Time

Place

Situation

Purposeful

Involvementof others

InjuryCause

Symptom

Treatment

1

Grade 1,Boy-

SchoolgroundMiddlerecessNo

Alone

Tumbling

Bone fracture,
fingerOutpatient

2

Grade 2,
Boy-

SchoolgroundNoon
recessNo

Other
student

Tumbling

Bone fracture,toe

Outpatient

3

Grade 6,
Boy-

SchoolgroundMiddlerecessNo

Alone

Tumbling

Bone fracture,fore arm

Outpatient

4

Grade 2,Boy-

Classroom

In class

No

Alone

Bumping

Bruise, eye

Treatment
finished

5

Grade 5,Girl-

Gymnasium

Physical
education

No

Alone

Tumbling

Bone fracture,elbow

Outpatient54

Table 6-3. Record form of the injuries requiring outpatient treatment(1) Attributes of the injured (gender, grade, age) (2) When (3) Where
Items Recorded (4) Doing what (5) Purposeful or not (6) Involvement of others (7) Cause(8) Name of injury (9) Body part of injury (10) Result of examination
Surveillance of Body Injuries under Management of School(for Elementary, Junior High, and High Schools)
Injured(1) Gender

1. Male2. FemaleTime(1) Month

Day

Year

Place

On the school premises(2) Grade(3) Age(2) Day of the week

<Front Side>(Date of birth: MonthDay(3) Houram./pm.

MinuteYear)

In the school building:
1. Classroom 2. Laboratory 3. Gymnasium/indoor exercise room
7. Staircase 8. Others

4. Auditorium

5. Hallway 6. Entrance hallOutside the school buildings:
9. Sports ground

10. Exercise/play facility 11. Swimming pool

12. Drain

13. Others

18. Sea

19. Lake

Outside the school
14. Street
Occasion

15. Sports ground

16. Mountain

17. Forests and fields

20. River

21 Others

In class according to school curricula
Subject (sub-subject), ethics, voluntary activity, integrated study: 1. Gymnastics (health and physical education)
2. Other subjects etc.
Special activity: 3. Class (homeroom) activity 4. Activity by the Student Council

5 Club activity 6. Ceremonial activities

7. Learning activity 8. Health, safety, or physical educational activity.
9. Excursion (trip), activity involving an overnight stay by a group
10. Laboring, productive, or volunteering activity 11 Others
In extracurricular activity according to the education plan by the school
12. Club activity

13. Camp school

17. Guidance counseling

14. Seaside school

18. Others

21. Specific hours before school hours

19. Intermission

15. Swimming training

16. Student guidance

20. Lunch time/after-lunch intermission

22. Specific hours after school hours

23. Others

Schooling on regular routes by regular methods or any similar occasions
24. Going to school

25. Going home

26. Others(Means for schooling １. Walking 2. Bus 3. Railways 4. Bicycle 5. Motorbike 6. Motorcycle 7. Others
Purposefulor not

1. Unexpected accident 2. Self-injury 3. Violence/fight

4. Others () 5. Unknown

Involvement
1. Alone 2. Involvement of another student 3. Involvement of a teacher 4. Others (of others
Cause ofinjury1. Traffic accident

The other party: 1. Car

2. Motorcycle) 5. Unknown

3. Bicycle 4. Pedestrian 5. Others

The student: 1. Car 2. Motorcycle 3. Bicycle 4. Pedestrian 5. Others
2. Collision

1. Collided against: 1. person 2. object

The student: 1. bumped

3. Compressed (pinched/stamped) by : 1. a person 2. an object
4. Overturned (fell down/stumbled)
5. Fell off from the height of:meters/from

6. Scratched/was scratched
7. Cut/gashed with
8. Stabbed/was stabbed with
9. Bit/was bitten
10. Burned with
11. Drown/nearly drown
12. Poisoning from
13. Others
14. Unknown

55

2. was bumped)

<Backside>
Sickness/Injury
1Bone fracture2

Sprain3

Dislocation

4

Bruise5

Ligament
injury/rupture

6

Contusion

7

Cut

8

Stab

9

Chop

Body Part of Sickness/Injury

Body Part
Whole body
0 Body part

Head/neck
1 Brain injury

Fill in thenumberof thebody part

10 Laceration
11 Scratch

Trunk
7 Chest(thorax)
8 Abdomen
9 Pelvis,
urinary/
sex organ
10 Back/buttocks

Other than head
injuries
2 Head3 Face4 Eye
5 Tooth
6 NeckLimb
Upper limb
11 Shoulder/
upper arm
12 Elbow/forearm
13 Wrist/hand/fingerLower limb
14 Hip joint
15 Thigh
16 Knee17 Lower leg/leg joint
18 Foot/toe

12 Burn
13 Tooth fracture
Others
(14 Poisoning)

15 Drowning
16 Accidental
ingestion
17 Others

Result of Medical
Examination

1 No treatment necessary
2 Treatment finished on the day
3 Outpatient treatment necessary 4 Hospitalization necessary
5 Others ()

No. of hiyari-hatto experiences(3) Hiyari-hatto experience (Source: Questionnaire survey)(Written again: p.14)

1-4 cases
5-9 cases
10 or above

Example of questionnaire items□ Have you experienced feelings of danger within the last 12
months?
“If any, when was it?”
“Where are you heading?”“In what site, did you feel danger?”“How severe was your injure?”“If the site is within the area shown on the attached map, please put a seal on the site.

56

Fujimidai
Elementary
School

2. Efforts to find out the actual situation about bullying(1) Questionnaire survey with all students of the School (“Let’s review our everyday life”)
Time of survey: 3 times a year (June, November, and February)
Target group: All students of the School
Method and Objectives: A questionnaire survey is conducted to find out students’ life rhythms andrelationships with friends. (See below.) Subsequently, personal interviews are
conducted for students who have been found to require guidance/support, thus
promoting prevention and early detection of bullying.
The surveys are conducted in tune with “Interaction Month” established by Tokyo
Metropolitan Board of Education and the cases where bullying is suspected arepresented as a report.
“Let’s Review Our Everyday Life!”(Grade-5 & 6 students)
Grade

Class

23. I always leave for school after eating breakfast.
24. Do you have your own cell phone?

Yes

No

25. If you have a bad experience with cellphone email/website,please write it down:

School life
1. School life is fun.
2. I go to school every day without delay.

○ With whom do you play most often?

3. I can always exchange greetings.
4. I do not forget to bring things.

At school:

5. I always do my homework and bring it to school.
6. I always work on my handwriting to make it neat.

After school:

7. I always go out and play on the school ground in the recess periods.

8. I am always kind to friends.

○ Who are your best friends?

9. I always work hard in the cleaning period.
10. I always keep my desk and locker organized.
11. I always use the school route when going back home.
12. I do not bring things that are not necessary for school lesson.

Note: Cards, game erasers, money, mascot key chains, etc.)○ Do you have any worries about your friends?

After-school life
13. I often play with friends after school.

○ Is there anybody in you class who is bullied?

14. I do not carry money when going out to play.
15. I do not buy snacks & sweets and eat them on the street.

* If any, please write down how he/she is bullied.

16. I never treat or be treated by my friend with food.
17. I do not play in a house without an adult in the house.
18. I do not go to an amusement arcade, supermarket, movie theater, or○ Do you have any worries about yourself? (name-calling, ignoring, isolating, etc.)

the downtown area of Ikebukuro just with friends without an adult.

18. I always keep the message of the evening chime.

Home life
19. I sharpen pencils every day.
20. I always prepare for tomorrow’s schedule.
21. I do not play video games for long hours.
22. I go to bed early and get up early.
Note: I go to bed at abouto’clock and get up at abouto’clock.

(2) Personal interview with the school counselor
Time of interview: May and June
Target group: All students in Grades 5 and 6
Method and Objective: Prior to this interview, the information about friends’ relations are roughly collectedfrom each student through the questionnaire survey that has been conducted
beforehand. Each student receive personal interview of about 5 minutes with theschool counselor. This interview is expected to serve as the start of interaction witha school counselor and as a key to prevention/early detection of bullying.

57

(3) Questionnaire survey with all students in Grades 5 and 6 (“Hyper-QU”)
Time of survey: June
Target group: All students in Grades 5 and 6
Method and objective: Through collaboration with outside organizations, students’ inner emotion issurveyed from various aspects. Degrees of satisfaction with class, learning, andfriends are quantified and are utilized to alert to possible bullying or
non-attendance in the early stage.
“Hyper-QU”
Hyper-QU is a method to measure each student’s motivation, satisfaction, and state in a class by means ofquestionnaire survey. It consists of 3 parts including the “questionnaire to develop a highly-motivated class”, the“questionnaire to make a comfortable class”, and the “questionnaire in which students look back on their daily
behavior”. (About 20 minutes)
Results of the questionnaire survey are analyzed by computer, fed back to class teachers and each student, andutilized in learning guidance and lifestyle guidance. They can also contribute to early detection of bullying andnon-attendance, prevention of class disruption, and development of better class.

“Content and composition of Hyper-QU”
Friends’
relationship

Scales composing questionnaires

Scale to measure
motivation for school life
(Questionnaire to develop
a highly-motivated class)

Motivation to learn
Class atmosphere

Scale to measuresatisfaction with class(Questionnaire to make a
comfortable class)

Recognition (Recognized by friends & teachers)

Scale to measure social
skills(Questionnaire in which
students look back on
their daily behavior)

Consideration (Compliance to basic manners and rules onhuman relations)

Infringement (Sense of mal-adaptiveness, bullying, teasing,etc.)

Interaction (Development of friendly relations with other people
and maintenance of such friendly relations)Group of students identified
as being infringedGroup of students
who are satisfied

12
persons40
persons

Secondary support

Group of students
who are unsatisfied

Group of students
without recognition11
persons16
persons人
1

Group of students
who require support

Group of students who
require immediate support

Secondary support

58

Results of FY2015 questionnaire survey

Based on the ledger in which students are grouped into 4 categories (See below) based on the results of thequestionnaire survey, the School makes effort to identify students who require immediate support and those who
require consideration, while reviewing relationship between students and teachers.

Explanation of 4 categories of “Hyper-QU”○ Group of students
who are satisfied○ Group of students
without recognition○ Group of students
identified as being

Students who have a place where they belong in a class and lead school life in a highly
motivated mannerStudents who are not bullied or teased but are less recognized in a class. Otherwise, they are
considered to be less proactive in activities.
Students who are highly likely to be subject to bullying/teasing or to have a trouble with otherstudents. Otherwise, they are considered to respond to things over sensitively.

infringed○ Group of students
who are unsatisfied

Students who are either subject to bullying/teasing or have strong anxiety tendency. Students
with low adaptability to class/group environment and with a high risk of becoming a
non-attendant.

(Group of students

Further, the students having the above tendency intensively

who require support)

In addition to the above, regarding common items in the questionnaire, “isolation” “infringement”, and “lowmotivation/recognition” were independently described, helping teachers more deeply understand students.
Primary support ---Support that mainly consists of the general guidance currently offered by class teachers.

Secondary support --- In addition to the general guidance mentioned above, support given to each student
through an individualized approach such as greeting/talking and observation of students’
daily life. (Preventive support, guidance)
Tertiary support ---Support through individualized and multidimensional approaches based on students’
information that are shared in the School system.
In addition, support in consideration of collaboration with outside organs (Immediate
support/guidance)

Examples of questionnaire items“Questionnaire to develop a highly-motivated class”• Classmates greet me in a friendly way and are kind to me.
• I feel happy when I can do something that I could not do well in my lesson.
• I think my classmates are all cooperating with each other.
“Questionnaire to make a comfortable class”• I am sometimes highly recognized by classmates.
• I have a friend who understands what I feel.
• I am now feeling sad (having received unkind words/violence).
• I am now isolated and not in a group.
“Questionnaire in which students look back on their daily behavior”• When I talk, I always consider other persons’ feeling.
• When my friend makes mistake in group activity, I can forgive him/her.
• I try to find out and implement what is useful for other persons.
• I act following my own beliefs without depending on others.

59

Indicator 7: Having methods for evaluating the effects of changes in the school
policy, programs, and processes
1Management of the Program’s Running
The Curriculum Unit collects data and proposes measures. Based on these, the Local Commission takes
management of the whole program. The achievement indices are used for assessing the effectiveness for
improvement.
Curriculum Unit

1 Collecting body injury
data
2 Students' awarenesssurvey3 Questionnaire survey

Promotion Committee
Lifestyle Guidance Subcommittee
Teaching Study
Promotion Subcommittee

Special Activities
Subcommittee

Creating a safe educational environment
in a high-density city
Plan (planning)
Planning of the measures, discussion
Formulation of the implementation plans
Action (improvement)
Improvement in themeasures, continuation of
the activities
Construction of thewatching-over network

Local
Commission

Do (implementation)
Cooperative
implementation of themeasures
Development of the safety
education programs

Local
Meeting

Check (assessment)
Assessment of the effectiveness basedon the achievement indices
Verification of the indices, identify newissues

Safe Community Promotion Committee

Japan Institution for Safe Communities

Assessment of all safe community activities

Assessment by a third party

In June 2015, the School underwent the preliminary
evaluation conducted by Prof. Lu Pai (deputy director of
Asian Safe Community Network) and Dr. Yoko Shiraishi(Chair, Japan Institution for Safe Communities).

60

2School policy and effect verification method[Short- and mid-terms]

School policy & programs

1

Physical safety2

3Prevention of injuries
requiring hospital treatment
and injuries occurring in aclassroom/school ground

Change in awareness andbehavior for injury
prevention

Awareness of safety anddissemination rate4

In-school study

5

Prevention of injury causedby traffic accident

6

7Dissemination rate of traffic
rules

Prevention of mental injury

Verification method(1) Identifying method (time)/(2) Targets to be identified(1) Injury data of School Infirmary Room (daily)(2) All students(1) School ground patrol during recess (daily)(2) All students(1) Questionnaire survey (every April)(2) All students(1) In-school patrol by students (daily)(2) All students(1) School Health Committee (twice a year)(2) All students(1) Questionnaire survey (every April)(2) All students(1) School evaluation (twice a year)(2) All teachers and students(1) Questionnaire survey (before/after safety lesson)(2) Students(1) Questionnaire survey (every April)(2) All students

Evaluator○ All teachers, All students○ Students Council○ Doctor, Pharmacist○ All teachers, All students○ Parents, Community○ Teaching staff, Students○ All teachers, All students(1) Study lesson (4 times a year)(2) Teacher and Students○ Lecturer○ All teachers(1) Questionnaire survey (every April)(2) All students(1) Hiyari-Hatto survey (every April)(2) All students and Parents(1) Questionnaire survey (every April)(2) All students(1) Traffic Safety Class (once a year)(2) All students○ All teachers, All students(1) Questionnaire survey (every April)(2) All students○ All teachers, All students(1) “Three-generation Traffic Safety Class” (once a year)○ Police station○ All teachers, All students,

Parents○ All teachers, All students○ Police station

Disaster/crime
safetyMental safety(2) All students, Parents, and Community

8

9

Prevention of mental injury

Injury prevention at the timeof disaster

Preventionofincident
involvingasuspicious
person[Long-term]
10

11

12

Number of injuries andincidence rate of injury
occurring at school
Number of bicycle accidents
and incidence rate(1) Hyper-QU (twice a year)(2) Grade 5 and 6 students(1) Factual investigation on bullying (every term)(2) All students(1) Interview (once a year)(2) Grade 5 and 6 students(1) Evacuation drill (once a month)(2) All teachers and all students(1) Emergency first aid training session (once a year)(2) All teachers and Grade 5 and 6 students(1) Safety class (once a year)(2) All teachers, all students, and Parents(1) School infirmary data
(2) All students(1) Data from the Mutual Aid Disaster Insurance for School○ All teachers,
Grade 5 and 6 students○ All teachers, All students○ School counselor○ All teachers○ Fire station○ Police station○ All teachers(2) All students(1) Accidents report(2) All students

61○ All teachers

3

Evaluation methods and improvements
Achievements of each of the indicators are assessed and analyzed to make improvements.
[Short- and mid-terms]
Evaluation methods

1

2

3

4

5
6
/
7

8

9

10

○ Injury data are displayed on a map so that the sites with a high frequency of injury occurrence andchange in the number of incidents by grade are clearly monitored.
○ Teachers patrol the School ground every day during recesses, who find out and assess changes instudents’ play style.
○ Based on results of the questionnaire surveys, changes occurring among students are surveyed andassessed.
○ Students in charge stand in the hallway during recess to check the walking manners and call attention
to those who do not obey the rules.
○ Based on results of the questionnaire surveys, changes occurring among students are surveyed andassessed.
○ Based on measurements of physical fitness, characteristics of students’ physical ability and behaviors
are analyzed and evaluated by a doctor and pharmacist.
○ Students’ safety awareness is surveyed and the changes and dissemination degree are evaluatedbefore and after learning and every year.
○ Efforts are made to work on study lessons under the study theme of “Development of students’ ability
to think independently and to avoid risks”, where lecturers and all teachers evaluate guidance methods
and content.
○ Based on results of the questionnaire surveys, changes occurring among students are surveyed andassessed.
○ Hiyari-hatto experiences within the school district are surveyed and analyzed, and the sites withpotential dangers in the community are identified.
○ Students’ awareness of traffic safety is surveyed and the changes and dissemination degree are
evaluated before and after learning and every year.
○ A traffic safety training class is held by the police station and PTA for the three generations in thecommunity, where the police officers check and evaluate the walking manners on the school route andbicycle riding manners.
○ From the Hyper-QU analyses conducted semiannually and the factual investigations on bullying
conducted every term, the number of bullying cases, current situations, and changes occurring inindividuals and groups are found out and assessed.
○ The School counselor conducts interviews with all students in Grades 5 and 6 to find out and assess
their friends’ relations.
○ Evacuation drills for earthquake, typhoon, and fire incidents are held every month in a systematic way
and officers from the fire department attend to evaluate the drills twice a year.
○ Grade-5 and 6 students take the emergency first aid training session every year, who are evaluated by
officers from the fire department.
○ The Safety Class is held by the police station, where all teachers, students, and parents learn
responsive measures in the event of intrusion of a suspicious person and the police officers evaluate
the participants’ achievements.

[Long-term]

11○ The number of incidents, percentages, and situations of injuries that occur in the School are shown intables and graphs, based on which general characteristics throughout the year and changes overyears are analyzed and assessed.

12○ The number of incidents, percentages, and situations of traffic accidents involving a bicycle are
analyzed based on which content of everyday guidance are reviewed and evaluated.

62

Indicator 8: There is ongoing participation in national and international
networks
In JapanFeb 2014:

Visit to the Taito Municipal Kinryu Elementary School ISS
Designation Ceremony
Apr. 2014: Toshima Municipal Fujimidai Elementary School declared
to work on acquisition of ISS designation.
Oct. 2014: ISS activity was introduced on a national network TV
program. (Nippon Television)
Nov. 2014: Visit to pre-evaluations of Kitamoto Municipal Nakamaru
Elementary School and of Miyauchi Junior High School
Nov. 2014: Exchange meeting of teachers with Atsugi Municipal Shimizu Elementary School
Nov. 2014: PR brochure (Issue No.1) was issued.
Dec. 2014: Presentation at Toshima Ward SC Steering Committee (at Toshima Ward Office)Mar. 2015: Visit to the on-site evaluation of Kitamoto Municipal
Nakamaru Elementary School
Apr. 2015: Exchange meeting of teachers with Hoyu Elementary
SchoolJun. 2015: Exchange meeting of students with Hoyu Elementary
School (at Hoyu Elementary School)
Jul. 2015: Presentation of ISS Song at the Citizens’ Plaza Fujimidai.
Sep. 2019: Exchange meeting of students with Hoyu Elementary
School (at Fujimidai Elementary School)

Overseas

May 2014: Participation in the 7th Asia Region SC Conference (Busan City, Korea)
Aug. 2014: ISS seminar (at Hoyu Elementary School)
Jun. 2015: ISS pre-evaluation

63

Chapter 6

1

Future efforts and prospects towards development of a safe school

Achievements made under the ISS project○ Increase in safety awareness observed in walking manners and play manners in the School (Comparison
between FY2013 and FY2014: Increase of 15%)
○ Decrease of injuries occurring in the School (Comparison between FY2013 and FY2014: Decrease of40%)○ Increase in traffic safety awareness observed outside School with regard to stopping at an intersection,
bicycle riding manners, etc. (Comparison between FY2013 and FY2014: Increase of 3%)○ Increase in the helmet wearing rate (Comparison between FY2013 and FY2014: Increase of about 9%)○ Increase in awareness to contribute to community safety through active collaboration with the community(Presentation of the ISS song and participation in the Safety and Security parade)2

Mid- and long-term goals(1) We make efforts to promote prevention measures in a proactive way and to reduce injury incidents at
school.
(2) We put importance on activities in which students themselves work on finding out problems and solving
them in a proactive manner by means of, for example, patrol inside the school, broadcasting, and thestudent team in charge of “ISS”. We also work on developing students’ ability to predict and avoid risks ontheir own.
(3) We make efforts to improve human rights education and moral education to reduce bullying incidents andalso to promote emotional education for building good human relations. Further, we work on activating
students’ initiated efforts to raise awareness for bullying prevention and on embedding such culture in thewhole School.
(4) We make efforts to raise awareness of traffic safety by holding the traffic safety training class and thebicycle safety class and by having students write slogans for traffic safety, etc., thus aiming to reduce injury
incidents occurring outside school.
(5) Efforts are made jointly by the community and parents to expand the children watch-over network mainly
by use of the outside school patrol, “Kodomo 110 Ban No Ie (emergency shelter for children)”, and Citizens
Plaza.

3

Future development(1) We promote the Safe School initiatives for mental and physical safety under the leadership of students led
by the Safe School Committee.
(2) By making the best use of organizational power of teachers, we carry out analysis, evaluation, andproactive utilization of injury data on a continuous basis.
(3) As a school assigned with a specified research of the Toshima Ward Board of Education, we hold aresearch presentation under the title “Development of students’ ability to predict and avoid dangers” withthe aim to disseminate the ISS initiatives to other municipal elementary schools and junior high schools.
(4) We make efforts to inform of frequencies and risks of bicycle accidents and to increase the bicycle-helmet
wearing rate.
(5) We make efforts to increase knowledge and skills to address a possible large-scale earthquake that
directly hits Tokyo area.
(6) Efforts are made in a proactive manner, including continuous participation in the domestic andinternational networks and active exchanges with the ISS-certified schools.

64